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LOS ALAMOS PULBIC SCHOOLS CURRICULUM ALIGNMENT _ PACING GUIDE

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					                                                                                                        LOS ALAMOS PULBIC SCHOOLS CURRICULUM ALIGNMENT & PACING GUIDE

ESSENTIAL QUESTION: What has created, is creating, and will create the human story?

NOTE: The content of the course is based on a World Literature model. The selections are suggestions best used to meet the standards.
Texts: The Language of Literature: World Literature, McDougal Littell (WT) .                                                                                                                                                        I = Introduce (I)
        Literature (Sophomore Blue), McDougal Littell (BT)                                                                                                                                                                          D = Develop (D)
        Classical Roots Workbook (CRW)                                                                                                                                                                                              M = Master (M)
        Sophomore Grammar Workbook (SGW)
Suggested Novels: Huckleberry Finn, Mark Twain (HF); Things Fall Apart, Chinura Achebe (TFA); Bless Me Ultima, Rudolpho Anaya (BMU); Cry, the Beloved Country, Alan Paton (CBC), Frankenstein, Mary Shelley (F)

STRAND I: READING                                      PERFORMANCE INDICATORS                                                     END LEARNING MASTERY                         ASSESSMENT(S)                                                    RESOURCES                   MP1   MP2   MP3   MP4
Content Standard I: Students read and
understand a variety of materials
Benchmark I-A: Use comprehension strategies            1. Use knowledge of roots, prefixes, suffixes (e.g., Greek/Latin) and      IDM throughout the year                       Student Vocabulary Notebook                                    WT -- Glossary              *     *     *     *
for unfamiliar vocabulary                              etymology to determine the meaning of unfamiliar vocabulary.                                                             Vocabulary quizzes after every reading assignment w/ a         BT -- Glossary              IDM   IDM   IDM   IDM
                                                       2. Use knowledge of word families and word suffixes to determine                                                          vocabulary component                                           CRW in sequence
                                                       meaning (e.g., educate-educational-educationally).                                                                       Integrated vocab into ACE responses associated with            Novels – Selected words
                                                       3. Use general and specialized dictionaries, thesauri and glossaries                                                      literary analysis
                                                       (print and electronic) to determine the definition and pronunciation of                                                  Common Semester Final
                                                       unfamiliar words.

Benchmark I-B: Use comprehension strategies            1. Use prior knowledge in understanding texts.                             Every reading assignment throughout          Reading responses and annotations for all literature                                         *     *     *     *
to understand the meaning of a text.                   2. Recognize primary organizing structures.                                the year will include strategies that will   assigned.                                                                                    DM    DM    DM    DM
                                                                                                                                  reflect performance indicators.

                                                                                                                                  Journal responses throughout the year                                                                                                     *     *     *     *
                                                                                                                                  will reflect prior knowledge and                                                                                                          IDM   IDM   IDM   IDM
                                                                                                                                  integrate understanding of organizing
                                                                                                                                  structures using specific prompts that
                                                                                                                                  tie the topics, themes,
                                                                                                                                  historical/social/cultural context of the
                                                                                                                                  literature to the students’ world and
                                                                                                                                  personal experience.

                                                                                                                                  Plot map, ACE response, thesis support       Plot map, ACE paragraph on conflict, 5 paragraph response on     ―Harrison Bergeron,‖ Kurt   *
                                                                                                                                  and development in 5 paragraph essay,        theme                                                            Vonnegut, 32-43 BT          DM
                                                                                                                                  detect narrative and descriptive elements

                                                                                                                                  Detect cause/effect structure,and            Cause/effect organizer, project that extends the story of        Gilgamesh, 30-46 WT         *
                                                                                                                                  archetypes in world literature. Use          Gilgamesh that reflects prior knowledge, and the primary                                     D
                                                                                                                                  storytelling and understanding of myth       organizing structures found in the epic. Reflect understanding
                                                                                                                                  and epic to develop a spin-off of            of the text by extending the story in writing..
                                                                                                                                  Gilgamesh.
                                                                                                                                                                                                                                                Sundiata, 632-640 WT        *
                                                                                                                                  Use prior knowledge of one text to           Compare/contrast essay to reflect understanding of purpose in                                D
                                                                                                                                  compare to another.                          Gilgamesh and the Sundiata.

                                                                                                                                  Recognize organizing structures of three     Differences and similarities grid, ACE response that reflects    The Popul Vuh, 76-85 WT;    *
                                                                                                                                  world creation stories – Mayan, Christian,   understanding of organizing structure.                           Geneisis, 62-75 WT; Rig     D
                                                                                                                                  and Hindu                                                                                                     Veda, 114-119 WT


                                                                                                                                  Apply literary elements to reading of the    Quiz after each section. Comparison/contrast essay – Achilles    Iliad, Homer, 160-222 WT    *
                                                                                                                                  text: dactylic hexameter, epic simile,       and Hector. Speech in the voice of Nestor that reflects                                      IDM
                                                                                                                                  epithets, mythological references to         organizing structure and purpose of an epic. CNN interview of
                                                                                                                                  develop understanding of the structure of    major characters in the epic to demonstrate use of prior
                                                                                                                                  an epic.                                     knowledge in understanding the text, and recognizing primary
                                                                                                                                                                               organizing structures.
Apply literary elements to reading of the    Quiz after each act. Memorized soliloquy of 15 lines or more.        Julius Caesar, Shakespeare     *
text to determine primary organizing         Group presentation of Act V with written component to                1082-1132 BT                   IDM
structures (drama, narrative), and use       demonstrate understanding of primary organizing structures,          Movie Version (IMC)
literary elements as prior knowledge.        using prior knowledge.

Mastery of contemporary parallels, using     Contemporary parallels exercise. Historical fiction vs. history      Le Morte d’Arthur, Thomas      *
prior knowledge. Mastery of purpose          exercise. ACE response that reflects what the Arthur story           Malory, 1011-1026 BT           DM
using primary organizing structures and      teaches.                                                             The Acts of King Arthur and
literary elements (historical fiction,                                                                            his Noble Knights, John
history, myth/legend)                                                                                             Steinbeck, 1032-1043 BT
                                                                                                                  From A Distant Mirror,
                                                                                                                  Barbara Tuchman, 1027 BT

Reflect understanding of Medieval            Group extension of a medieval romance based on the poem.             The Lay of the Werewolf,       *
romance as the primary organizing                                                                                 Marie de France WT             DM
structure.

Reflect understanding of persuasion as a     Research presentation on national security claims to support a       Unit 6: Making a Case –              *
primary organizing structure. Use prior      group produced thesis statement answering the question: What         Argument and Persuasion              IDM
knowledge (literary and rhetorical           is the best way to maintain or national and international            Selected readings 569-683
elements, social understanding, historical   security? ACE paragraph response in agreement or                     BT
context) to come to conclusions about        disagreement with Carl Sagan’s argument. Use reading strategy
persuasive writing fiction and nonfiction.   summary from the text to analyze Jane Goodall’s essay.
                                             Research, analysis essay on contemporary essayist. Use claim,
                                             evidence charts to reflect organizing structure or persuasive
                                             essay: deductive and inductive reasoning.

Reflect understanding of satire, parody,     Oral, written, visual presentation project that reflects a view of   Don Quixote, Cervantes               *
literary dichotomy, and the first novel in   Don Quixote in terms of a dichotomy, archetypes, and literary        1044-1063 BT (or selections          IDM
picaresque as primary organizing             allusions. Develop a poem in the manner of Louis Borges as           in WT)
structures of the narrative.                 part of the project.                                                 Louis Borges’ poem 843 WT

Reflect understanding of didactive           Write a dialogue that reflects one of the maxims of Confucisus.      Chinese poetry/ philosophy           *
literature, maxim, anecdote, lyric poetry,   ACE response explaining a paradox in the Tao Te Ching.               Selections from 418-475 WT           IDM
haiku, renga, tanka and parable as           Write a lyric poem in the manner of Li Ch’ing-chao reflecting
primary organizing structures of the         either Taoism or Confucianism.
poems, philosophy, and narratives.           Write a group renga based on haiku and tanka form.                   Japanese poetry/ philosophy          *
                                                                                                                  Selections from 486-549 WT           IDM

Reflect understanding of exaggeration,       Create an illuminated text using any of the Asian texts studied.     1001 Nights 582-589WT                *
Arabic story telling, and illumination as    Write a reflective essay that uses prior knowledge of elements       Rumi 600-605 WT                      IDM
primary organizing structures of stories     and organizing structures to explain the illuminated text.
and poetry.

Reflect understanding of the tenets of       Group exercise that reflects paradigm shift, shared orally and in    Transcendentalists – Thoreau         *
philosophy found in transcendentalism as     an ACE response. Five-paragraph essay that reflects                  and Emerson – excerpts from          ID
a primary organizing structure of the        understanding of the primary organizing structure of 19 th           Walden and Nature and Self-
essays                                       century American transcendentalism, using previous knowledge         Reliance. Accompanying
                                             gained from class discussion, class notes, and independent           philosophy of Locke and
                                             research.                                                            Kant. Outside sources
                                                                                                                  gathered from previous
                                                                                                                  American Literature
                                                                                                                  textbook.

Reflect understanding of the novel as a      Venn diagram of the role of societies in the novel. Develop a        Huckleberry Finn, Twain                    *
the primary organizing structure within a    project with written and visual components using research into       (Book Depository)                          IDM
19th century American context.               how a theme of the novel is represented in the text and parallels
                                             in current American society.
                                                                                                                      Reflect understanding of the elements of     Poetry portfolio of poems that models elements and forms             Poetry Unit: Selections from                        *
                                                                                                                      poetry in the selected poems influencing     studied.                                                             both texts and outside                              IDM
                                                                                                                      the primary organizing structure of the                                                                           sources representative of 19th
                                                                                                                      literature as poems. Use the elements and                                                                         – 21st century voices, literary
                                                                                                                      forms to create a poetry portolio.                                                                                movements, and forms
                                                                                                                                                                                                                                        including the following
                                                                                                                                                                                                                                        poets: Petrarch, Luise Labe,
                                                                                                                                                                                                                                        Shakespeare, William Blake,
                                                                                                                                                                                                                                        William Wordsworth,
                                                                                                                                                                                                                                        Whitman, Dickinson,
                                                                                                                                                                                                                                        Baudelaire, Langston
                                                                                                                                                                                                                                        Hughes, Lorca, Neruda,
                                                                                                                                                                                                                                        Gabriela Mistral, and other
                                                                                                                                                                                                                                        contemporary voices of
                                                                                                                                                                                                                                        poetry around the world.


Benchmark I-C: Infer, analyze, and synthesize   1. Recognize the presence and effect of a specific point of view.     Every reading assignment throughout          Reading responses and annotations for all literature                                                   *     *     *     *
to increase comprehension.                      2. Recognize the sources of information (whether primary or           the year will include strategies that will   assigned.                                                                                              IDM   IDM   IDM   IDM
                                                secondary) in a text                                                  reflect performance indicators.

                                                                                                                      Journal responses throughout the year
                                                                                                                      will reflect student understanding and
                                                                                                                      use of specific points of view using
                                                                                                                      prompts that tie the topics, themes,
                                                                                                                      historical/social/cultural context of the
                                                                                                                      literature to the students’ world and
                                                                                                                      personal experience.

                                                                                                                      Project will reflect an understanding of     Movie Pitch project using the points of view of each critical        Julius Caesar – Critical                *
                                                                                                                      specific points of view in                   review as primary texts.                                             Reviews 1186-1189 BT                    IDM
                                                                                                                      comparison/contrast of critical reviews of
                                                                                                                      the same stage production.

                                                                                                                      Note and use specific points of view to      Research presentation on national security claims to support a       Unit 6: Making a Case –
                                                                                                                      develop arguments based on the topics        group produced thesis statement answering the question: What         Argument and Persuasion                       *
                                                                                                                      raised in the readings.                      is the best way to maintain or national and international            Selected readings 569-683                     IDM
                                                                                                                                                                   security? ACE paragraph response in agreement or                     BT
                                                                                                                      Recognize and name sources of                disagreement with Carl Sagan’s argument. Use reading strategy
                                                                                                                      information as primary or secondary          summary from the text to analyze Jane Goodall’s essay.
                                                                                                                                                                   Research, analysis essay on contemporary essayist. Use claim,
                                                                                                                                                                   evidence charts to reflect understanding of point of view
                                                                                                                                                                   developed with either/both deductive and inductive reasoning.

                                                                                                                      Note and use specific points of view to      Group exercise that reflects paradigm shift, shared orally and in    Transcendentalists – Thoreau                  *
                                                                                                                      develop arguments based on the topics        an ACE response. Five-paragraph essay that reflects                  and Emerson – excerpts from                   ID
                                                                                                                      raised in the readings.                      understanding of the presence and effect of the specific points of   Walden and Nature and Self-
                                                                                                                                                                   view in opposition and support of 19th century American              Reliance. Accompanying
                                                                                                                      Recognize and name sources of                transcendentalism.                                                   philosophy of Locke and
                                                                                                                      information as primary or secondary                                                                               Kant. Outside sources
                                                                                                                                                                                                                                        gathered from previous
                                                                                                                                                                                                                                        American Literature
                                                                                                                                                                                                                                        textbook.


Benchmark I-D: Use meta-cognitive strategies    1. Use multiple strategies to monitor one’s pace and comprehension.   Every reading assignment throughout          Reading responses and annotations for all literature                                                   *     *     *     *
to increase comprehension.                      2. Draw conclusions from information in texts to arrive at new        the year will include strategies that will   assigned.                                                                                              IDM   IDM   IDM   IDM
                                                knowledge.                                                            reflect performance indicators.
                                                3. Evaluate texts by determining the value to oneself.
                                                4. Analyze texts to determine how much prior and specialized          Journal responses throughout the year                                                                                                               *     *     *     *
                                                knowledge is needed.                                                  will serve as an ongoing strategy for                                                                                                               IDM   IDM   IDM   IDM
                                                                                                                      students to monitor pace and
compreshension of material presented,
to draw conclusions and arrive at new
knowledge, to evaluate texts based on
self-relevance, and to figure out how
much prior knowledge is needed to
fully grasp specific texts and topics.

Use cause/effect strategy to develop          Cause/effect organizer as a strategy to monitor pace and             Gilgamesh, 30-46 WT           *
understanding of archetypes in world          comprehension. Written extension of the Gilgamesh myth that                                        IDM
literature. Draw conclusions that lead to     evaluates the text in terms of oneself.
new knowledge of archetypes, history of
human communication and myth. Use
storytelling and understanding of myth
and epic to develop a spin-off of
Gilgamesh that demonstrates
understanding of prior specialized
knowledge needed to create such a myth.

Use prior knowledge of one text to            Compare/contrast essay to draw conclusions about history,            Sundiata, 632-640 WT          *
compare to another in order to draw           literature, and purpose in Gilgamesh and the Sundiata.                                             IDM
conclusions.

Use differences and similarities grid as a    Differences and similarities grid, ACE response that reflects        The Popul Vuh, 76-85 WT;      *
strategy to monitor pace and                  conclusions drawn and new ideas arrived at.                          Geneisis, 62-75 WT; Rig       IDM
comprehension.                                                                                                     Veda, 114-119 WT

Apply literary elements as strategies to      Quiz after each section. Comparison/contrast essay – Achilles        Iliad, Homer, 160-222 WT      *
reading of the text: dactylic hexameter,      and Hector. Speech in the voice of Nestor that reflects                                            IDM
epic simile, epithets, mythological           organizing structure and purpose of an epic. CNN interview of
references to develop understanding of        major characters in the epic to demonstrate use of prior
the epic and its value to oneself..           knowledge in understanding the text, and recognizing value to
                                              oneself.

Develop contemporary parallels to draw        Contemporary parallels exercise. Historical fiction vs. history      Le Morte d’Arthur, Thomas           *
conclusion that lead to new knowledge.        exercise. ACE response that reflects what the Arthur story           Malory, 1011-1026 BT                DM
Mastery of purpose using primary              teaches.                                                             The Acts of King Arthur and
organizing structures and literary                                                                                 his Noble Knights, John
elements (historical fiction, history,                                                                             Steinbeck, 1032-1043 BT
myth/legend)                                                                                                       From A Distant Mirror,
                                                                                                                   Barbara Tuchman, 1027 BT

Understand and use the rhetoric of            Research presentation on national security claims to support a       Unit 6: Making a Case –                  *
persuasion to draw conclusions that lead      group produced thesis statement answering the question: What         Argument and Persuasion                  IDM
to new knowledge. Evaluate (literary and      is the best way to maintain or national and international            Selected readings 569-683
rhetorical elements, social understanding,    security? ACE paragraph response in agreement or                     BT
historical context) to come to conclusions    disagreement with Carl Sagan’s argument. Use reading strategy
about value to self and society.              summary from the text to analyze Jane Goodall’s essay.
                                              Research, analysis essay on contemporary essayist. Use claim,
                                              evidence charts to draw conclusions and come to new
                                              knowledge of the persuasive essay: deductive and inductive
                                              reasoning.

Evaluate satire, parody, literary             Oral, written, visual presentation project that reflects a view of   Don Quixote, Cervantes                   *
dichotomy, and the first novel in             Don Quixote in terms of a dichotomy, archetypes, and literary        1044-1063 BT (or selections              IDM
picaresque in relationship to self and        allusions. Develop a poem in the manner of Louis Borges as           in WT)
society.                                      part of the project.                                                 Louis Borges’ poem 843 WT

Evaluate didactive literature, maxim,         Write a dialogue that reflects one of the maxims of Confucisus.      Chinese poetry/ philosophy               *
anecdote, lyric poetry, haiku, renga, tanka   ACE response explaining a paradox in the Tao Te Ching.               Selections from 418-475 WT               IDM
and parable to determine value to self.       Write a lyric poem in the manner of Li Ch’ing-chao reflecting
Analyze poems, philosophy, and                either Taoism or Confucianism.
narratives to determine prior knowledge       Write a group renga based on haiku and tanka form.                   Japanese poetry/ philosophy              *
                                                                                                                                necessary for understanding..                                                                                    Selections from 486-549 WT                     IDM

                                                                                                                                Draw conclusions based on the tenets of      Group exercise that reflects paradigm shift, shared orally and in   Transcendentalists – Thoreau                   *
                                                                                                                                opposing and supporting philosophy           an ACE response. Five-paragraph essay that reflects                 and Emerson – excerpts from                    ID
                                                                                                                                found in transcendentalism to evaluate the   understanding of the primary organizing structure of 19 th          Walden and Nature and Self-
                                                                                                                                philosophy, determine what prior             century American transcendentalism, using previous knowledge        Reliance. Accompanying
                                                                                                                                knowledge is necessary for                   gained from class discussion, class notes, and independent          philosophy of Locke and
                                                                                                                                understanding, and evaluate the texts to     research.                                                           Kant. Outside sources
                                                                                                                                determine value to oneself.                                                                                      gathered from previous
                                                                                                                                                                                                                                                 American Literature
                                                                                                                                                                                                                                                 textbook.

                                                                                                                                Use Venn diagram of the roles of society     Venn diagram of the role of societies in the novel. Develop a       Huckleberry Finn, Twain                              *
                                                                                                                                as a stragegy to monitor pace and            project with written and visual components using research into      (Book Depository)                                    IDM
                                                                                                                                comprehension of the novel.                  how a theme of the novel is represented in the text and parallels
                                                                                                                                                                             in current American society.


                                                                                                                                Uses the elements of poetry from the         Poetry portfolio of student generated poems that models             Poetry Unit: Selections from                         *
                                                                                                                                selected poems as a strategy to write        elements and forms studied.                                         both texts and outside                               IDM
                                                                                                                                original poetry. Evaluates poetry to                                                                             sources representative of 19th
                                                                                                                                determine value to self. Anayzes poetry                                                                          – 21st century voices, literary
                                                                                                                                to determine prior and specialized                                                                               movements, and forms
                                                                                                                                knowledge necessary to understand and                                                                            including the following
                                                                                                                                model elements and forms to create a                                                                             poets: Petrarch, Luise Labe,
                                                                                                                                poetry portolio.                                                                                                 Shakespeare, William Blake,
                                                                                                                                                                                                                                                 William Wordsworth,
                                                                                                                                                                                                                                                 Whitman, Dickinson,
                                                                                                                                                                                                                                                 Baudelaire, Langston
                                                                                                                                                                                                                                                 Hughes, Lorca, Neruda,
                                                                                                                                                                                                                                                 Gabriela Mistral, and other
                                                                                                                                                                                                                                                 contemporary voices of
                                                                                                                                                                                                                                                 poetry around the world.

STRAND II: Language                               PERFORMANCE INDICATORS                                                        END LEARNING MASTERY                         ASSESSMENT(S)                                                       RESOURCES                         MP1   MP2    MP3   MP4
Content Standard II: Students write and speak
using correct grammar, syntax, usage,
punctuation, capitalization,
and spelling.
Benchmark II- A: Demonstrate control of           1. Use contrasting subordinate conjunctions to express contrasts or           Write essays of 3-5 paragraphs that use      Six Traits of Writing rubrics will be used on all 5 paragraph       Essay assignments and             *            *     *
Standard English through the effective use of     contradictions between ideas.                                                 contrasting subordinate conjunctions and     essay assignments. The rubrics will include an emphasis on          ACE responses that                IDM          IDM   IDM
syntax.                                           2. Use knowledge of sentence structure to eliminate comma splices             avoid comma splices and dangling or          subordinating conjunctions and the elimination of comma             correspond to each unit of
                                                  and dangling or misplaced modifiers.                                          misplaced modifiers.                         splices and dangling or misplaced modifiers.                        study throughout the year.

                                                                                                                                                                             ACE responses and corresponding rubrics will be used for            WT, BT, select novels, and
                                                                                                                                                                             written responses of 1-3 paragraphs. The expectations will          outside reading selections.
                                                                                                                                                                             include an emphasis on subordinating conjunctions and the
                                                                                                                                                                             elimination of comma splices and dangling or misplaced              BT (student resource book
                                                                                                                                                                             modifiers                                                           R46-R65)

                                                                                                                                                                                                                                                 SGW
Benchmark II-B: Demonstrate control of            1. Correctly use gerunds (and gerund phrases).                                End mastery should match the                 Workbook pages and quizzes concentrating on each skill              BT (student resource book               1, 2         3,4,5
Standard English through correct grammar and      2. Correctly use adjective participles (and adjective participle phrases)     performance indicators.                      throughout the year.                                                R46-R65)                                DM           DM
usage.                                            to modify nouns.
                                                  3. Correctly use infinitives (and infinitive phrases) as nouns, adjectives,                                                Emphasis in writing assignments on each skill included in           SGW
                                                  and adverbs.                                                                                                               the rubrics of 3-5 paragraph essays.
                                                  4. Correctly use relative, reflexive, demonstrative, and indefinite
                                                  pronouns.
                                                  5. Correctly use both essential and non-essential adverb and adjective
                                                  clauses.
Benchmark    II-C:   Demonstrate   control   of   1. Correctly use commas for the following purposes: initial adverbial         End mastery should match the                 Workbook pages and quizzes concentrating on each skill              BT (student resource book                      DM
Standard English through the correct use of      phrases and clauses, non-essential adjective phrases                performance indicators.                      throughout the year.                                                R46-R65)
punctuation, capitalization                      and clauses, coordinate adjectives, contradictory elements,
                                                 parenthetical elements, tag questions                                                                            Emphasis in writing assignments on each skill included in           SGW
                                                                                                                                                                  the rubrics of 3-5 paragraph essays.
STRAND III: Communication                        PERFORMANCE INDICATORS
Content Standard III: Students communicate
effectively through listening and speaking.
Benchmark III-A: Give spoken instructions to     1. Identify purposes and audience to determine the important        Apply literary elements as strategies to     Speech in the voice of Nestor that reflects organizing structure    Iliad, Homer, 160-222 WT          *
perform specific tasks, to answer questions or   information to communicate and the language needed to convey        reading of the text: dactylic hexameter,     and purpose of an epic. CNN interview of major characters in                                          IDM
to solve problems                                it.                                                                 epic simile, epithets, mythological          the epic to demonstrate understanding of purpose and audience
                                                 2. Use specific strategies to improve the effectiveness of spoken   references to create a speech and            in presentation.
                                                 instructions (e.g., repeating the instructions to ensure recall,    interview that indicates identification of
                                                 following a process, emphasizing key points, and employing          purpose and audience.
                                                 appropriate diction).
                                                                                                                     Apply literary elements to reading of the    Memorized soliloquy of 15 lines or more. Group presentation         Julius Caesar, Shakespeare              *
                                                                                                                     text to determine purpose and audience in    of Act V with written component to demonstrate understanding        1082-1132 BT                            IDM
                                                                                                                     order to deliver group presentations of      of purpose and audience. Movie Pitch project using the points of    Movie Version (IMC)
                                                                                                                     Act V, and individual memorized              view of each critical review as primary texts to develop purpose    Julius Caesar – Critical
                                                                                                                     soliloquies.                                 and audience.                                                       Reviews 1186-1189 BT


                                                                                                                     Reflect understanding of persuasive          Research presentation on national security claims to support a      Unit 6: Making a Case –                       *
                                                                                                                     techniques as rhetorical strategies. Use     group produced thesis statement answering the question: What        Argument and Persuasion                       IDM
                                                                                                                     (literary and rhetorical elements, social    is the best way to maintain or national and international           Selected readings 569-683
                                                                                                                     understanding, historical context) to come   security? ACE paragraph response in agreement or                    BT
                                                                                                                     to present orally and in writing arguments   disagreement with Carl Sagan’s argument. Use reading strategy
                                                                                                                     that identify audience and strategically     summary from the text to analyze Jane Goodall’s essay.
                                                                                                                     use information to effectively persuade.     Research, analysis essay on contemporary essayist. Use claim,
                                                                                                                                                                  evidence charts to reflect organizing structure or persuasive
                                                                                                                                                                  essay: deductive and inductive reasoning.

                                                                                                                     Reflect understanding of the opposing        Group exercise that reflects paradigm shift, shared orally and in   Transcendentalists – Thoreau                  *
                                                                                                                     and supportive tenets of philosophy found    an ACE response. Five-paragraph essay that reflects                 and Emerson – excerpts from                   IDM
                                                                                                                     in transcendentalism to identify purpose     understanding of the primary organizing structure of 19th           Walden and Nature and Self-
                                                                                                                     and audience. Use rhetorical and             century American transcendentalism, using previous knowledge        Reliance. Accompanying
                                                                                                                     philosophical strategies to convey point     gained from class discussion, class notes, and independent          philosophy of Locke and
                                                                                                                     of view.                                     research.                                                           Kant. Outside sources
                                                                                                                                                                                                                                      gathered from previous
                                                                                                                                                                                                                                      American Literature
                                                                                                                                                                                                                                      textbook.
                                                                                                                                                                                                                                                                                          *
                                                                                                                     Reflect understanding of the elements of     Present poetry portfolio of poems that models elements and          Poetry Unit: Selections from                        IDM
                                                                                                                     poetry in the selected poems influencing     forms studied.                                                      both texts and outside
                                                                                                                     the primary organizing structure of the                                                                          sources representative of 19th
                                                                                                                     literature as poems. Use the elements and                                                                        – 21st century voices, literary
                                                                                                                     forms to present a poetry portolio.                                                                              movements, and forms
                                                                                                                                                                                                                                      including the following
                                                                                                                                                                                                                                      poets: Petrarch, Luise Labe,
                                                                                                                                                                                                                                      Shakespeare, William Blake,
                                                                                                                                                                                                                                      William Wordsworth,
                                                                                                                                                                                                                                      Whitman, Dickinson,
                                                                                                                                                                                                                                      Baudelaire, Langston
                                                                                                                                                                                                                                      Hughes, Lorca, Neruda,
                                                                                                                                                                                                                                      Gabriela Mistral, and other
                                                                                                                                                                                                                                      contemporary voices of
                                                                                                                                                                                                                                      poetry around the world.
Benchmark III-B: Make oral presentations with a   1. Consider purpose and context (e.g., time limit and setting); analyze    Oral presentations throughout the year      Each rubric will reflect the literature and literary elements
logical structure appropriate to the audience,    characteristics of the audience (e.g., prior knowledge                     will reflect the performance indicators.    in the unit, and the students’ ability to create an oral
context and purpose.                              and experiences related to the topic, needs, interests, values, beliefs,                                               presentation based on the performance indicators and the
                                                  culture, age and gender); select and adapt the topic                                                                   content of the unit. The process will include self-directed
                                                  to the audience; develop a theme; guide language choices and plan the                                                  rehearsal and self and peer evaluation.
                                                  presentation.
                                                  2. Use an appropriate organizational pattern (e.g., topical, spatial,      Apply literary elements of the unit as      Speech in the voice of Nestor that reflects organizing structure   Iliad, Homer, 160-222 WT          *
                                                  chronological, sequential, problem/solution,                               strategies to developing an oral            and purpose of an epic. CNN interview of major characters in                                         IDM
                                                  compare/contrast, cause/effect or claim/evidence).                         presentation: dactylic hexameter, epic      the epic to demonstrate understanding of purpose and audience
                                                  3. Develop main ideas based on audience’s prior knowledge and              simile, epithets, mythological references   in presentation.
                                                  interests; use signposts and transitions to highlight                      to create a speech and interview that
                                                  important ideas and signal clear connections among ideas; develop an       indicates identification of purpose and
                                                  introduction that engages audience attention and                           context
                                                  previews presentation content; and develop a conclusion that
                                                  summarizes main ideas, restates thesis, and leaves a strong                Apply literary elements to reading of the   Memorized soliloquy of 15 lines or more. Group presentation        Julius Caesar, Shakespeare              *
                                                  impression on the audience.                                                text to determine purpose and audience in   of Act V with written component to demonstrate understanding       1082-1132 BT                            IDM
                                                  4. Select from a variety of presentational aids or performance props to    order to deliver group presentations of     of purpose and audience. Movie Pitch project using the points of   Movie Version (IMC)
                                                  enhance ideas for audience response.                                       Act V, and individual memorized             view of each critical review as primary texts to develop purpose   Julius Caesar – Critical
                                                  5. Rehearse the presentation orally to gain fluency, build confidence      soliloquies.                                and audience.                                                      Reviews 1186-1189 BT
                                                  and develop poise. Use feedback from others to
                                                  evaluate whether the presentation has appeal and achieves its purpose
                                                  and goals.                                                                 Reflect understanding of persuasive         Research presentation on national security claims to support a     Unit 6: Making a Case –                       *
                                                  6. Employ a formal or informal tone as appropriate to the occasion.        techniques as rhetorical strategies. Use    group produced thesis statement answering the question: What       Argument and Persuasion                       IDM
                                                                                                                             (literary and rhetorical elements, social   is the best way to maintain or national and international          Selected readings 569-683
                                                                                                                             understanding, historical context) to       security? ACE paragraph response in agreement or                   BT
                                                                                                                             present orally arguments that identify      disagreement with Carl Sagan’s argument. Use reading strategy
                                                                                                                             audience and strategically use              summary from the text to analyze Jane Goodall’s essay.
                                                                                                                             information to effectively persuade.        Research, analysis essay on contemporary essayist. Use claim,
                                                                                                                                                                         evidence charts to reflect organizing structure or persuasive
                                                                                                                                                                         essay: deductive and inductive reasoning.

                                                                                                                             Reflect understanding of the opposing       Group exercise that reflects paradigm shift, shared orally.        Transcendentalists – Thoreau                  *
                                                                                                                             and supportive tenets of philosophy found                                                                      and Emerson – excerpts from                   IDM
                                                                                                                             in transcendentalism to identify purpose                                                                       Walden and Nature and Self-
                                                                                                                             and audience. Use rhetorical and                                                                               Reliance. Accompanying
                                                                                                                             philosophical strategies to convey point                                                                       philosophy of Locke and
                                                                                                                             of view in an oral presentation.                                                                               Kant. Outside sources
                                                                                                                                                                                                                                            gathered from previous
                                                                                                                                                                                                                                            American Literature
                                                                                                                                                                                                                                            textbook.

                                                                                                                             Reflect understanding of the elements of    Present poetry portfolio of poems that models elements and         Poetry Unit: Selections from                        *
                                                                                                                             poetry in the selected poems influencing    forms studied.                                                     both texts and outside                              IDM
                                                                                                                             the primary organizing structure of the                                                                        sources representative of 19th
                                                                                                                             literature as poems. Use the elements and                                                                      – 21st century voices, literary
                                                                                                                             forms to present a poetry portolio.                                                                            movements, and forms
                                                                                                                                                                                                                                            including the following
                                                                                                                                                                                                                                            poets: Petrarch, Luise Labe,
                                                                                                                                                                                                                                            Shakespeare, William Blake,
                                                                                                                                                                                                                                            William Wordsworth,
                                                                                                                                                                                                                                            Whitman, Dickinson,
                                                                                                                                                                                                                                            Baudelaire, Langston
                                                                                                                                                                                                                                            Hughes, Lorca, Neruda,
                                                                                                                                                                                                                                            Gabriela Mistral, and other
                                                                                                                                                                                                                                            contemporary voices of
                                                                                                                                                                                                                                            poetry around the world.
Benchmark III-C: Follow spoken instructions to     1. Consider the purpose and the speaker in order to understand what is        The students will be taught often, and at     Teacher evaluations of student work based on their ability to     All texts, novels, and outside   *     *     *     *
perform tasks, to answer questions or to solve     being communicated and the language being used to                             least once during any unit of study by        follow directions.                                                literature sources will be       IDM   IDM   IDM   IDM
problems.                                          convey the message.                                                           teacher directed instruction, during which                                                                      used.
                                                   2. Use strategies such as repeating instructions to oneself to ensure         students will follow spoken directions to     Peer evaluations for each oral presentation.
                                                   recall and identifying key points.                                            perform tasks, answer questions, or to
                                                                                                                                 solve problems.                               Peer evaluations of self-directed discussion.

                                                                                                                                 Students will also use self-directed
                                                                                                                                 discussion to discuss and analyze
                                                                                                                                 assigned literature, topics derived from
                                                                                                                                 the literature, and social/historical
                                                                                                                                 contexts that parallel contemporary
                                                                                                                                 society and their views of the world.

                                                                                                                                 Oral presentations will be peer-evaluated
                                                                                                                                 with rubrics that reflect the performance
                                                                                                                                 indicators. The task will be to evaluate
                                                                                                                                 student performances.



Benchmark III-D: Summarize and paraphrase          1. Use a variety of strategies to understand complex literal messages in      Students will take notes from teacher and     Binders will be graded periodically for well-organized,           All texts, novels, and outside   *     *     *     *
information presented orally by others.            order to summarize information presented orally (e.g.,                        student presented material during every       summarized notes.                                                 literary sources will be used.   IDM   IDM   IDM   IDM
                                                   listening for contextual clues to infer meaning of unknown words;             unit. The notes will summarize the
                                                   interpreting figurative language; interpreting non-verbal                     information presented. The notes will be      Peer evaluations for oral presentations.
                                                   clues; listening in order to distinguish between main ideas and details;      organized and kept in a binder that will be
                                                   listening for transitions; noting sequence and                                graded periodically.                          Peer evaluations of self-directed discussion.
                                                   organization of ideas; extending the speaker’s ideas based on prior
                                                   knowledge and personal experience; determining the
                                                   need for further information or research; visualizing using mnemonic
                                                   devices; summarizing and synthesizing; and
                                                   considering significance, value and possible uses of information).
                                                   2. Practice listening skills to enhance the ability to complete a task from
                                                   oral instructions.
Benchmark III-E: Identify the thesis of a speech   1. Use visual models to analyze the components of a communication             Use the graphic organizer as a visual tool    Graphic organizer based on movie version of Julius Caesar used    Julius Caesar, Shakespeare             *
and determine the essential elements that          event and to critique the communication’s effectiveness                       to analyze the movie (a visual                to analyze the visual components of the movie and critique its    1082-1182 BT                           IDM
elaborate it, including logos, ethos, and          in achieving its intended goals.                                              communication event) for rhetorical           effectiveness.                                                    Julius Caesar – Critical
pathos.                                                                                                                          strategies, including logos, ethos, and                                                                         Reviews 1186-1189 BT
                                                                                                                                 pathos.                                                                                                         Movie Version (IMC) in
                                                                                                                                                                                                                                                 conjunction with BT
                                                                                                                                 Movie pitch project using visual models       Movie pitch project using visual models to persuade intended      exercise—evaluating film
                                                                                                                                 to persuade intended audience to invest in    audience to invest in the project – peers will evaluate visual    1192-1193 BT
                                                                                                                                 the project – peers will evaluate visual      models and analyze in order to decide whether or not to invest.
                                                                                                                                 models and analyze in order to decide         Students will be assessed on the pitch and the evaluation.
                                                                                                                                 whether or not to invest.



                                                                                                                                 Identifiy the thesis of persuasive speech     Research presentation on national security claims to support a    Unit 6: Making a Case –                *
                                                                                                                                 using a graphic organizer to delineate        group produced thesis statement answering the question: What      Argument and Persuasion                IDM
                                                                                                                                 logos, ethos, pathos and critique speech’s    is the best way to maintain or national and international         Selected readings 569-683
                                                                                                                                 effectiveness.                                security? Peer analysis of group presentations to determine       BT
                                                                                                                                                                               effectiveness.

                                                                                                                                 Analyze select PSA’s, advertisements,         Complete exercises in the text, pages 572-577.
                                                                                                                                 and excerpts from delivered speeches to
                                                                                                                                 determine rhetorical persuasive strategies
                                                                                                                                 used and their effectiveness.
Benchmark III-F: Participate productively in        1. Identify the purpose of team projects and the ground rules for        Students will use self-directed            Organize and participate in self-directed discussion –            All texts, novels, and         *     *     *     *
self-directed work teams for particular             decision-making; maintain independence of judgment; dissent              discussion to discuss and analyze          moderating, taking notes, keeping time, putting notes on the      outside literature.            IDM   IDM   IDM   IDM
purposes (e.g., to interpret literature, write or   courteously, avoiding premature consensus and tolerating ambiguity       assigned literature, topics derived from   board during discussion, asking/answering questions.
critique a proposal, solve a problem or make a      and a lack of consensus; select leaders or                               the literature, and social/historical
decision).                                          spokespersons when necessary.                                            contexts that parallel contemporary
                                                                                                                             society and their views of the world

                                                                                                                             All group work will reflect the                                                                                                             *
                                                                                                                             performance indicators.                                                                                                                     IDM


                                                                                                                             Work in groups of 2-4 to develop           CNN interview of major characters in the epic to demonstrate      Iliad, Homer, 160-222 WT
                                                                                                                             interview.                                 understanding of purpose and audience in presentation.

                                                                                                                             Work in groups to plan, practice, and      Group presentation of Act V with written component to             Julius Caesar, Shakespeare           *
                                                                                                                             present a scene from Act V.                demonstrate understanding of purpose and audience.                1082-1132 BT                         IDM
                                                                                                                                                                                                                                          Movie Version (IMC)
                                                                                                                             Work in groups of 3-4 to develop movie     Movie pitch project using the points of view of each critical     Julius Caesar – Critical
                                                                                                                             pitch.                                     review as primary texts to develop purpose and audience.          Reviews 1186-1189 BT


                                                                                                                             Work in groups of 3-4 to research and      Research presentation on national security claims to support a    Unit 6: Making a Case –                    *
                                                                                                                             present an answer to the question: What    group produced thesis statement answering the question: What      Argument and Persuasion                    IDM
                                                                                                                             is the best way to maintain or national    is the best way to maintain or national and international         Selected readings 569-683
                                                                                                                             and international security?                security?                                                         BT




                                                                                                                             Work in groups of 3-4 to develop and       Group exercise that reflects paradigm shift, shared orally.       Transcendentalists – Thoreau               *
                                                                                                                             present the tenets of Transcendentalism.                                                                     and Emerson – excerpts from                IDM
                                                                                                                                                                                                                                          Walden and Nature and Self-
                                                                                                                                                                                                                                          Reliance. Accompanying
                                                                                                                                                                                                                                          philosophy of Locke and
                                                                                                                                                                                                                                          Kant. Outside sources
                                                                                                                                                                                                                                          gathered from previous
                                                                                                                                                                                                                                          American Literature
                                                                                                                                                                                                                                          textbook.

                                                                                                                             Work in groups to develop and present a    Develop and present a Venn diagram of the roles of societies in   Huckleberry Finn, Twain                          *
                                                                                                                             Venn diagram of the roles of society in    the novel.                                                        (Book Depository)                                IDM
                                                                                                                             Huckleberry Finn.




STRAND IV: Writing                                  PERFORMANCE INDICATORS                                                   END LEARNING MASTERY                       ASSESSMENT(S)                                                     RESOURCES                      MP1   MP2   MP3   MP4
Content Standard IV: Students write effectively
for a variety of purposes and audiences.
Benchmark IV-A: Demonstrate proficiency in          1. Demonstrate proficiency in the creation of narrative texts (e.g.,     Journal responses throughout the year      Six Traits of Writing rubrics will be used on all 5 paragraph     All texts, selected novels,    *     *     *     *
producing a variety of compositions                 biography, autobiography, history, personal anecdotes or                 will demonstrate use of narrative          essay assignments.                                                and outside literature         DM    DM    DM    DM
                                                    short stories) that engage the reader by establishing a context and      structures to develop ideas.                                                                                 selections.
                                                    point of view, establish plot and setting, develop
                                                    characters, employ concrete sensory details, and conclude effectively.                                                                                                                                               *     *     *     *
                                                    2. Practice the creation of imaginative and expressive texts (e.g.,      Essays will reflect performance            ACE responses and corresponding rubrics will be used for                                         IDM   IDM   IDM   IDM
                                                    poetry, drama, screenplays, monologues, and song lyrics)                 indicators based on unit of study and      written responses of 1-3 paragraphs.
                                                    that engage the reader by establishing a context and point of view,      intent (creative writing, non-fiction
                                                    develop characters and plot when appropriate, creatively employ          narrative, persuasive writing, research,
                                                    figurative language, and conclude effectively.                           and analysis)
3. Demonstrate proficiency in the creation of expository and process   ACE response on conflict. Thesis support     ACE paragraph on conflict, 5 paragraph response on                 ―Harrison Bergeron,‖ Kurt      *
essays that introduce the situation, provide necessary                 and development in 5 paragraph essay,        theme                                                              Vonnegut, 32-43 BT             DM
background knowledge and clearly state the thesis or purpose, follow   detect narrative and descriptive elements
an organizational pattern particular to type, offer                                                                 Reflect understanding of the text by extending the epic with
evidence for the validity of the descriptions or proposed solutions    Use storytelling and understanding of        another episode of the story.                                      Gilgamesh, 30-46 WT            *
(including direct quotes, indirect quotes and paraphrases              myth and epic to develop a spin-off of                                                                                                         D
from supporting material when necessary), and make effective use of    Gilgamesh.
factual descriptions, concrete images, shifting                                                                     Compare/contrast essay to reflect understanding of purpose in
perspectives and vantage points and sensory detail.                    Use prior knowledge of one text to           Gilgamesh and the Sundiata.                                        Sundiata, 632-640 WT           *
                                                                       compare to another.                                                                                                                            D
                                                                                                                    ACE response that reflects understanding of the cultural,
                                                                       Recognize organizing structures of three     societal significance of the three creation stories.               The Popul Vuh, 76-85 WT;       *
                                                                       world creation stories – Mayan, Christian,                                                                      Geneisis, 62-75 WT; Rig        D
                                                                       and Hindu                                                                                                       Veda, 114-119 WT
                                                                                                                    Speech in the voice of Nestor that reflects organizing structure
                                                                       Create a speech that reflects undersanding   and purpose of an epic.                                            Iliad, Homer, 160-222 WT       *
                                                                       ot the text, character, purpose of the                                                                                                         IDM
                                                                       Greek epic.

                                                                       Essay that reflects understanding of the     Group presentation of Act V with written component to              Julius Caesar, Shakespeare           *
                                                                       motivation, plot development, and            demonstrate understanding of the motivation, plot development,     1082-1132 BT                         IDM
                                                                       purpose of Act V.                            and purpose of Act V.                                              Movie Version (IMC)


                                                                       Mastery of contemporary parallels, using     ACE response that reflects what the Arthur story teaches.          Le Morte d’Arthur, Thomas            *
                                                                       prior knowledge. Mastery of purpose                                                                             Malory, 1011-1026 BT                 DM
                                                                       using primary organizing structures and                                                                         The Acts of King Arthur and
                                                                       literary elements (historical fiction,                                                                          his Noble Knights, John
                                                                       history, myth/legend)                                                                                           Steinbeck, 1032-1043 BT
                                                                                                                                                                                       From A Distant Mirror,
                                                                                                                                                                                       Barbara Tuchman, 1027 BT

                                                                       Write an expository essay in agreement of    ACE paragraph response in agreement or disagreement with           Unit 6: Making a Case –                    *
                                                                       disagreement with an argument.               Carl Sagan’s argument.                                             Argument and Persuasion                    IDM
                                                                                                                                                                                       Selected readings 569-683
                                                                       Use research to write an essay analyzing     Research, analysis essay on contemporary essayist, using           BT
                                                                       the influence of an assigned                 primary and secondary texts as support, and sound research
                                                                       contemporary essayist.                       methods. MLA as the standard.




                                                                       Reflect understanding of satire, parody,     Develop a poem in the manner of Louis Borges as part of the        Don Quixote, Cervantes                     *
                                                                       literary dichotomy, and the first novel in   project to reflect understanding.                                  1044-1063 BT (or selections                IDM
                                                                       picaresque by creating a poem.                                                                                  in WT)
                                                                                                                                                                                       Louis Borges’ poem 843 WT


                                                                       Reflect understanding of didactive           Write a dialogue that reflects one of the maxims of Confucisus.    Chinese poetry/ philosophy                 *
                                                                       literature, maxim, anecdote, lyric poetry,   ACE response explaining a paradox in the Tao Te Ching.             Selections from 418-475 WT                 IDM
                                                                       haiku, renga, tanka and parable as           Write a lyric poem in the manner of Li Ch’ing-chao reflecting
                                                                       primary organizing structures of the         either Taoism or Confucianism.
                                                                       poems, philosophy, and narratives.           Write a group renga based on haiku and tanka form.                 Japanese poetry/ philosophy                *
                                                                                                                                                                                       Selections from 486-549 WT                 IDM

                                                                       Reflect understanding of exaggeration,       Write a reflective essay that uses prior knowledge of elements     1001 Nights 582-589WT                      *
                                                                       Arabic story telling, and illumination as    and organizing structures to explain the illuminated text.         Rumi 600-605 WT                            IDM
                                                                       primary organizing structures of stories
                                                                       and poetry in a reflective essay.

                                                                       Reflect understanding of the tenets of       Five-paragraph essay that reflects understanding of the primary    Transcendentalists – Thoreau               *
                                                                       philosophy found in transcendentalism.       organizing structure of 19th century American                      and Emerson – excerpts from                ID
                                                                                                                                                                       transcendentalism, using previous knowledge gained from class       Walden and Nature and Self-
                                                                                                                                                                       discussion, class notes, and independent research. MLA              Reliance. Accompanying
                                                                                                                                                                       standard.                                                           philosophy of Locke and
                                                                                                                                                                                                                                           Kant. Outside sources
                                                                                                                                                                                                                                           gathered from previous
                                                                                                                                                                                                                                           American Literature
                                                                                                                                                                                                                                           textbook.

                                                                                                                          Reflect understanding of the elements of     Poetry portfolio of poems that models elements and forms            Poetry Unit: Selections from                        *
                                                                                                                          poetry in the selected poems influencing     studied.                                                            both texts and outside                              IDM
                                                                                                                          the primary organizing structure of the                                                                          sources representative of 19th
                                                                                                                          literature as poems. Use the elements and                                                                        – 21st century voices, literary
                                                                                                                          forms to create a poetry portolio.                                                                               movements, and forms
                                                                                                                                                                                                                                           including the following
                                                                                                                                                                                                                                           poets: Petrarch, Luise Labe,
                                                                                                                                                                                                                                           Shakespeare, William Blake,
                                                                                                                                                                                                                                           William Wordsworth,
                                                                                                                                                                                                                                           Whitman, Dickinson,
                                                                                                                                                                                                                                           Baudelaire, Langston
                                                                                                                                                                                                                                           Hughes, Lorca, Neruda,
                                                                                                                                                                                                                                           Gabriela Mistral, and other
                                                                                                                                                                                                                                           contemporary voices of
                                                                                                                                                                                                                                           poetry around the world.



Benchmark IV-B: Plan writing by taking notes,    1. Use a variety of pre-writing strategies to guide the generation of    Students will demonstrate mastery of         All writing assignments will require a draft process to             All texts, selected novels        *     *     *     *
writing informal outlines, and researching.      content by activating prior knowledge (e.g. brainstorming,               the writing process for each writing         include pre-writing, and essay development through peer-            and selected outside              IDM   IDM   IDM   IDM
                                                 idea-mapping, free-writing, outlining, keeping a journal, asking         assignment throughout the course.            editing, self-editing, and teacher oversight of each stage of       literature will be used as a
                                                 journalist’s questions such as who, what, when, where, why                                                            the process from thesis development through final draft.            basis for generating writing
                                                 and how).                                                                                                                                                                                 assignments.
                                                 2. Select major ideas and develop them with relevant reasons,
                                                 supporting examples, and details.
Benchmark IV-C: Use formal or informal,          1. Use vivid descriptive language to create sensory images in the mind   Journal responses throughout the year                                                                                                              *     *     *     *
literary or technical language appropriate for   of the reader.                                                           will develop descriptive, rhetorical, and                                                                                                          D     D     D     D
the purpose, audience, and context of the        2. Use language to stimulate the emotions of the reader.                 creative writing skills.
communication.                                   3. Use knowledge of one’s audience to select an appropriate level of
                                                 language to communicate in writing.                                      Use storytelling and understanding of        Use descriptive language, create sensory images, use language       Gilgamesh, 30-46 WT               *
                                                                                                                          myth and epic to develop a spin-off of       to simulate emotions, and reflect knowledge of audience by                                            D
                                                                                                                          Gilgamesh.                                   extending the epic with another episode of the story.

                                                                                                                          Create a speech that reflects                Use descriptive language, create sensory images, use language       Iliad, Homer, 160-222 WT          **
                                                                                                                          undertsanding ot the text, character,        to simulate emotions, and reflect knowledge of audience by                                            IDM
                                                                                                                          purpose of the Greek epic.                   creating a speech in the voice of Nestor that reflects organizing
                                                                                                                                                                       structure and purpose of an epic.

                                                                                                                          Reflect understanding of satire, parody,     Use descriptive language, create sensory images, use language       Don Quixote, Cervantes                        *
                                                                                                                          literary dichotomy, and the first novel in   to simulate emotions, and reflect knowledge of audience to          1044-1063 BT (or selections                   IDM
                                                                                                                          picaresque by creating a poem.               develop a poem in the manner of Louis Borges as part of the         in WT)
                                                                                                                                                                       project to reflect understanding.                                   Louis Borges’ poem 843 WT


                                                                                                                          Reflect understanding of didactive           Write a dialogue that reflects one of the maxims of Confucisus.     Chinese poetry/ philosophy                    *
                                                                                                                          literature, maxim, anecdote, lyric poetry,   Write a lyric poem in the manner of Li Ch’ing-chao reflecting       Selections from 418-475 WT                    IDM
                                                                                                                          haiku, renga, tanka and parable as           either Taoism or Confucianism.
                                                                                                                          primary organizing structures of the         Write a group renga based on haiku and tanka form.
                                                                                                                          poems, philosophy, and narratives.                                                                               Japanese poetry/ philosophy
                                                                                                                                                                                                                                           Selections from 486-549 WT

                                                                                                                          Reflect understanding of the elements of     Use descriptive language, create sensory images, use language       Poetry Unit: Selections from
                                                                                                                          poetry in the selected poems influencing     to simulate emotions, and reflect knowledge of audience by          both texts and outside                              IDM
                                                                                                                          the primary organizing structure of the     creating a poetry portfolio of poems that models elements and     sources representative of 19th
                                                                                                                          literature as poems. Use the elements and   forms studied.                                                    – 21st century voices, literary
                                                                                                                          forms to create a poetry portolio.                                                                            movements, and forms
                                                                                                                                                                                                                                        including the following
                                                                                                                                                                                                                                        poets: Petrarch, Luise Labe,
                                                                                                                                                                                                                                        Shakespeare, William Blake,
                                                                                                                                                                                                                                        William Wordsworth,
                                                                                                                                                                                                                                        Whitman, Dickinson,
                                                                                                                                                                                                                                        Baudelaire, Langston
                                                                                                                                                                                                                                        Hughes, Lorca, Neruda,
                                                                                                                                                                                                                                        Gabriela Mistral, and other
                                                                                                                                                                                                                                        contemporary voices of
                                                                                                                                                                                                                                        poetry around the world.



Benchmark IV-D: Organize ideas in writing, with   1. Organize and deliver an argument by wording the claim clearly,       Journal responses throughout the year       Six Traits of Writing rubrics will be used on all 5 paragraph                                       *   *   *     *
a thesis statement in the introduction, well-     specifying convincing reasons to support the claim, and                 will practice organization and delivery     essay assignments.                                                                                  D   D   D     D
constructed paragraphs, a conclusion and          adopting a stance and appropriate tone toward the issue.                of arguments based on selected
transition sentences that connect paragraphs      2. Select and use appropriate structures and organizational patterns    prompts.
into a coherent whole.                            (e.g., problem-solution, compare-contrast, cause-effect)
                                                  to represent ideas, make connections, and generate new insights.
                                                  3. Construct focused paragraphs with topic sentences leading toward a   Writing assignments will reflect            ACE responses and corresponding rubrics will be used for
                                                  logical conclusion.                                                     performance indicators based on unit        written responses of 1-3 paragraphs.
                                                  4. Provide supporting evidence from texts and other outside sources     of study and intent (expository essays,
                                                  (e.g., direct quotations, paraphrasing and examples).                   non-fiction narrative, persuasive
                                                  5. Draw a reasonable conclusion, connected to the topic sentence and    writing, research, and analysis)
                                                  the supporting evidence.

                                                                                                                          ACE response on conflict. Thesis support    ACE paragraph on conflict, 5 paragraph response on                ―Harrison Bergeron,‖ Kurt         *
                                                                                                                          and development in 5 paragraph essay,       theme                                                             Vonnegut, 32-43 BT                D
                                                                                                                          detect narrative and descriptive elements

                                                                                                                          Establish purpose with a thesis statement   Compare/contrast essay to reflect understanding of purpose in     Sundiata, 632-640 WT              *
                                                                                                                          making the claim, and supporting the        Gilgamesh and the Sundiata.                                                                         D
                                                                                                                          claim with textual references..

                                                                                                                          Write an expository essay in agreement or   ACE paragraph response in agreement or disagreement with          Unit 6: Making a Case –                   *
                                                                                                                          disagreement with an argument.              Carl Sagan’s argument.                                            Argument and Persuasion                   IDM
                                                                                                                                                                                                                                        Selected readings 569-683
                                                                                                                          Use research to write an essay analyzing    Research, analysis essay on contemporary essayist, using          BT
                                                                                                                          the influence of an assigned                primary and secondary texts as support, and sound research
                                                                                                                          contemporary essayist.                      methods. MLA as the standard.

                                                                                                                          Reflect understanding of the tenets of      Five-paragraph essay that reflects understanding of the primary   Transcendentalists – Thoreau              *
                                                                                                                          philosophy found in transcendentalism.      organizing structure of 19th century American                     and Emerson – excerpts from               ID
                                                                                                                          Make a claim that establishes the           transcendentalism, using previous knowledge gained from class     Walden and Nature and Self-
                                                                                                                          arguments for and against                   discussion, class notes, and independent research, and MLA        Reliance. Accompanying
                                                                                                                          transcendentalism.                          standards to develop the arguments for and against                philosophy of Locke and
                                                                                                                                                                      transcendentalism.                                                Kant. Outside sources
                                                                                                                                                                                                                                        gathered from previous
                                                                                                                                                                                                                                        American Literature
                                                                                                                                                                                                                                        textbook.
Benchmark IV-E: Drawing on readers’              1. Use a rubric, outline or organizational map to check the development    Peer-editing of essay assignments.           Six Traits of Writing rubrics will be used on all 5 paragraph       All texts, selected novels,   *     *     *     *
comments on working drafts, revise documents     of a draft to see if paragraph focus is clear, transitions                                                              essay assignments.                                                  and selected outside          IDM   IDM   IDM   IDM
to develop or support ideas more clearly,        are apparent, and the organizational patterns are well-developed.          Self-editing of essay assignments.                                                                               literature.
address potential objections, ensure effective   2. Analyze whether claims and opinions are supported by evidence in                                                     ACE responses and corresponding rubrics will be used for
transitions between paragraphs, and correct      the form of reasons, examples, or facts.                                   Responding to peer editing and teacher       written responses of 1-3 paragraphs.
errors in logic.                                 3. Analyze whether counter-arguments are anticipated and addressed.        comments to draft essays to create a
                                                 4. Delete material that disturbs the flow and development of a             final draft.                                 All writing assignments will require a draft process to
                                                 paragraph.                                                                                                              include pre-writing, and essay development through peer-
                                                 5. Analyze and revise one’s own work and the work of others for                                                         editing, self-editing, and teacher oversight of each stage of
                                                 consistency of facts and ideas and development of argument                                                              the process from thesis development through final draft.
                                                 or plot.
Benchmark IV-F: Edit one’s own work for          1. Correct errors in spelling, grammatical conventions, format, and        Peer-editing of essay assignments.           Six Traits of Writing rubrics will be used on all 5 paragraph       Reference resources in the    *     *     *     *
grammar, style, and tone appropriate to          structure                                                                                                               essay assignments.                                                  classroom. Textbook           DM    DM    DM    DM
audience, purpose and context.                   2. Evaluate for audience, purpose, and readability (e.g., word choice,     Self-editing of essay assignments.                                                                               reference sections (BT),
                                                 vocabulary, sentence construction).                                                                                     ACE responses and corresponding rubrics will be used for            MLA handbooks, and the
                                                 3. Consult editing resources (e.g., handbooks, style manuals, spell-       Responding to peer editing and teacher       written responses of 1-3 paragraphs.                                Purdue Website.
                                                 check, dictionaries, thesauri, and style sheets) to correct                comments to draft essays to create a
                                                 errors.                                                                    final draft.                                 All writing assignments will require a draft process to
                                                                                                                                                                         include pre-writing, and essay development through peer-
                                                                                                                                                                         editing, self-editing, and teacher oversight of each stage of
                                                                                                                                                                         the process from thesis development through final draft.
Benchmark IV-G: Cite sources properly when       1. Beginning in ninth grade, use appropriate publication manuals to cite   All ACE responses and literary               In-text citations and works cited for literary analysis, and        Reference resources in the          *           *
paraphrasing or summarizing information,         source materials and to prepare bibliographies, lists of                   analysis will require cited evidence         research-based essay assignments.                                   classroom. Textbook                 DM          DM
quoting, or using graphics.                      works cited, and quoted passages: textbook appendices, MLA                 from the text to support claims and                                                                              reference sections (BT),
                                                 Handbook for Writers of Research Papers, the Chicago                       thesis statements.                           Students will produce at least one research-based essay per         MLA handbooks, and the
                                                 Manual of Style, the Publication Manual of the American Psychological                                                   semester.                                                           Purdue Website.
                                                 Association and the Associated Press Stylebook.
Benchmark IV-H: Prepare written material using   1. Select production elements based on an analysis of one’s purpose        Movie pitch project using visual models      Movie pitch project using visual models to persuade intended        Julius Caesar, Shakespeare          *
basic software programs (e.g., Word, Excel and   and the available media resources.                                         to persuade intended audience to invest in   audience to invest in the project – peers will evaluate visual      1082-1132 BT                        IDM
Powerpoint) so that graphics can be              2. Incorporate into the final draft of written reports graphic materials   the project – peers will evaluate visual     models and analyze in order to decide whether or not to invest.     Movie Version (IMC)
incorporated to present information and ideas    appropriate for the particular communication (e.g., graphs,                models and analyze in order to decide        Students will be assessed on the pitch and the evaluation           Julius Caesar – Critical
best understood visually (e.g., charts, ratios   charts, tables, maps and photographs).                                     whether or not to invest.                                                                                        Reviews 1186-1189 BT
and tables).
                                                                                                                            Project that incorporates media resources,   Develop a project with written and visual components using          Huckleberry Finn (Book                          *
                                                                                                                            and graphic elements integrated into         research into how a theme of the novel is represented in the text   depository)                                     IDM
                                                                                                                            written communication.                       and parallels in current American society. MLA standard.


STRAND V: Research                               PERFORMANCE INDICATORS                                                     END LEARNING MASTERY                         ASSESSMENT(S)                                                       RESOURCES                     MP1   MP2   MP3   MP4
Content Standard V: Students utilize the
research process to produce a variety of
products.
Benchmark V-A: Define and narrow a problem           1. Form and refine a question for investigation using a topic of                                                                                                                        Reference resources in the
or research topic.                                      personal choice or a topic prompted by a text or texts.                                                                                                                              classroom. Textbook
                                                                                                                                                                                                                                             reference sections (BT),
                                                                                                                                                                                                                                             MLA handbooks, and the
                                                                                                                                                                                                                                             Purdue Website.

                                                                                                                            Movie pitch project using visual models      Movie pitch project using visual models to persuade intended        Julius Caesar, Shakespeare          *
                                                                                                                            to persuade intended audience to invest in   audience to invest in the project – peers will evaluate visual      1082-1132 BT                        IDN
                                                                                                                            the project – peers will evaluate visual     models and analyze in order to decide whether or not to invest.     Movie Version (IMC)
                                                                                                                            models and analyze in order to decide        Students will be assessed on the pitch and the evaluation.          Julius Caesar – Critical
                                                                                                                            whether or not to invest Students will use                                                                       Reviews 1186-1189 BT
                                                                                                                            the critical reviews, the movie version,
                                                                                                                            and the text as reference.Create and
                                                                                                                            support a researched argument using
                                                                                                                            rhetorical strategies.

                                                                                                                            Use research to write an essay analyzing     Research, analysis essay on contemporary essayist, using            Unit 6: Making a Case –                   *
                                                                                                                            the influence of an assigned                 primary and secondary texts as support, and sound research          Argument and Persuasion                   IDM
                                                                                                                            contemporary essayist.                       methods. MLA as the standard                                        Selected readings 569-683
                                                                                                                                                                                                                                                BT

                                                                                                                               Create an argument that explores the         Five-paragraph essay that researches a question developed to        Transcendentalists – Thoreau         *
                                                                                                                               tenets of philosophy found in                explore the philosophy opposed to and in support of                 and Emerson – excerpts from          IDM
                                                                                                                               transcendentalism, and the forces for and    transcendentalism, and the argument’s influence on American         Walden and Nature and Self-
                                                                                                                               against the movement.                        thought and culture. MLA standard for research.                     Reliance. Accompanying
                                                                                                                                                                                                                                                philosophy of Locke and
                                                                                                                                                                                                                                                Kant. Outside sources
                                                                                                                                                                                                                                                gathered from previous
                                                                                                                                                                                                                                                American Literature
                                                                                                                                                                                                                                                textbook.

                                                                                                                               Explore a self-generated question            Develop a project with written and visual components using          Huckleberry Finn, Twain                    *
                                                                                                                               regarding a theme of the novel, and how      research into how a theme of the novel is represented in the text   (Book Depository)                          IDM
                                                                                                                               that theme is represented in the text and    and parallels in current American society. MLA standard for
                                                                                                                               in American society, and why it is           research.
                                                                                                                               important to the text and to society.



Benchmark V-B: Gather relevant information for     1. Preview reading selections to determine whether a text contains          Each of the research projects                Research notes and outlines to accompany all drafts.                Reference resources in the     *           *
a research topic from a variety of print and       information relevant to one’s topic.                                        delineated in Benchmark V-A will             Students will share their sources material and verify a works       classroom. Textbook            IDM         IDM
electronic sources, as well as from direct         2. Use multiple resources to gather information for evaluating particular   include a research project and rubric        cited page as part of the draft process.                            reference sections (BT),
observation, interviews, or surveys.               problems and exploring solutions.                                           that evaluates the student’s ability to                                                                          MLA handbooks, and the
                                                   3. Use credible news sources for researching topics.                        meet the performance indicators.                                                                                 Purdue Website.

                                                                                                                                                                                                                                                IMC for research, both on
                                                                                                                                                                                                                                                the wevb and in the library.
Benchmark V-C: Make distinctions about the         1. Read critically and independently from different sources in order to     Each of the research projects                Research notes and outlines to accompany all drafts. Notes          Reference resources in the     *           *
credibility, reliability, consistency, strengths   draw well-informed conclusions.                                             delineated in Benchmark V-A will             will be evaluated for critical analysis of source material.         classroom. Textbook            IDM         IDM
and limitations of various resources,                                                                                          include a research project and rubric        Students will share their sources material and verify a works       reference sections (BT),
including those on the internet.                                                                                               that evaluates the student’s ability to      cited page as part of the draft process.                            MLA handbooks, and the
                                                                                                                               meet the performance indicators.                                                                                 Purdue Website.

                                                                                                                                                                                                                                                IMC for research, both on
                                                                                                                                                                                                                                                the wevb and in the library
Benchmark V-D: Report research findings in an      1. Identify an audience for whom one’s researched findings might be         Movie pitch project using visual models      Movie pitch project using visual models to persuade intended        Julius Caesar, Shakespeare     *
effective manner appropriate to a designated       meaningful.                                                                 to persuade intended audience to invest in   audience to invest in the project – peers will evaluate visual      1082-1132 BT                   IDM
audience.                                          2. Develop written or oral presentations of appropriate length that         the project – peers will evaluate visual     models and analyze in order to decide whether or not to invest.     Movie Version (IMC)
                                                   effectively report one’s research findings.                                 models and analyze in order to decide        Students will be assessed on the pitch and the evaluation.          Julius Caesar – Critical
                                                                                                                               whether or not to invest Students will use                                                                       Reviews 1186-1189 BT
                                                                                                                               the critical reviews, the movie version,
                                                                                                                               and the text as reference.

                                                                                                                               Identifiy the audience and present answer    Research presentation on national security claims to support a      Unit 6: Making a Case –              *
                                                                                                                               to the prompt using persuasive techniques    group produced thesis statement answering the question: What        Argument and Persuasion              IDM
                                                                                                                               and rhetorical strategies.                   is the best way to maintain or national and international           Selected readings 569-683
                                                                                                                                                                            security?                                                           BT

                                                                                                                               Use research to write an essay analyzing     Research, analysis essay on contemporary essayist, using
                                                                                                                               the influence of an assigned                 primary and secondary texts as support, and sound research
                                                                                                                               contemporary essayist.                       methods. MLA as the standard


                                                                                                                               Create an argument that explores the         Five-paragraph essay that researches a question developed to        Transcendentalists – Thoreau         *
                                                                                                                               tenets of philosophy found in                explore the philosophy opposed to and in support of                 and Emerson – excerpts from          IDM
                                                                                                                               transcendentalism, and the forces for and    transcendentalism, and the argument’s influence on American         Walden and Nature and Self-
                                                                                                                               against the movement.                        thought and culture. MLA standard for research.                     Reliance. Accompanying
                                                                                                                                                                                                                                                philosophy of Locke and
                                                                                                                                                                                                                                                Kant. Outside sources
                                                                                                                                                                                                                                                gathered from previous
                                                                                                                                                                                                                                           American Literature
                                                                                                                                                                                                                                           textbook.

                                                                                                                           Explore a self-generated question           Develop a project with written and visual components using          Huckleberry Finn, Twain                          *
                                                                                                                           regarding a theme of the novel, and how     research into how a theme of the novel is represented in the text   (Book Depository)                                IDM
                                                                                                                           that theme is represented in the text and   and parallels in current American society. MLA standard for
                                                                                                                           in American society, and why it is          research.
                                                                                                                           important to the text and to society.

Benchmark V-E: Compose a researched project     1. Use primary and secondary sources to develop a researched topic.        Each of the research projects               Six Traits of Writing rubrics will be used on all 5 paragraph       Reference resources in the           *     *     *
to be shared with an appropriate audience.      2. Use evidence in support of a clear thesis statement and related         delineated in Benchmark V-D will            essay assignments.                                                  classroom. Textbook                  IDM   IDM   IDM
                                                claims.                                                                    include a research project and rubric                                                                           reference sections (BT),
                                                3. Present researched information and conclusions on a focused topic       that evaluates the student’s ability to     ACE responses and corresponding rubrics will be used for            MLA handbooks, and the
                                                in an appropriate way to a specific audience (e.g.,                        meet the performance indicators.            written responses of 1-3 paragraphs.                                Purdue Website.
                                                essay, speech, PowerPoint, brochure).
                                                4. Paraphrase and summarize arguments and evidence supporting or                                                       All writing assignments will require a draft process to             IMC for research, both on
                                                refuting the thesis, as appropriate.                                                                                   include pre-writing, and essay development through peer-            the wevb and in the library
                                                5. Employ various modes as appropriate (e.g., cause and effect,                                                        editing, self-editing, and teacher oversight of each stage of
                                                comparison/contrast, process analysis).                                                                                the process from thesis development through final draft.
                                                6. Cite sources correctly and document quotations, paraphrases, and                                                                                                                        Julius Caesar, Shakespeare
                                                other information, employing an accepted academic                                                                      In-text citations and works cited for literary analysis, and        1082-1132 BT
                                                manuscript style such as MLA or APA.                                                                                   research-based essay assignments.                                   Movie Version (IMC)
                                                                                                                                                                                                                                           Julius Caesar – Critical
                                                                                                                                                                       Students will produce at least one research-based essay per         Reviews 1186-1189 BT
                                                                                                                                                                       semester.
                                                                                                                                                                                                                                           Unit 6: Making a Case –
                                                                                                                                                                                                                                           Argument and Persuasion
                                                                                                                                                                                                                                           Selected readings 569-683
                                                                                                                                                                                                                                           BT

                                                                                                                                                                                                                                           Transcendentalists – Thoreau
                                                                                                                                                                                                                                           and Emerson – excerpts from
                                                                                                                                                                                                                                           Walden and Nature and Self-
                                                                                                                                                                                                                                           Reliance. Accompanying
                                                                                                                                                                                                                                           philosophy of Locke and
                                                                                                                                                                                                                                           Kant. Outside sources
                                                                                                                                                                                                                                           gathered from previous
                                                                                                                                                                                                                                           American Literature
                                                                                                                                                                                                                                           textbook.

                                                                                                                                                                                                                                           Huckleberry Finn, Twain
                                                                                                                                                                                                                                           (Book Depository)




STRAND VI: Logic                                PERFORMANCE INDICATORS                                                     END LEARNING MASTERY                        ASSESSMENTS                                                         RESOURCES                      MP1   MP2   MP3   MP4
Content Standard VI: Students employ critical
thinking and abstract reasoning to make and
assess inferences,
conclusions, and predictions.

Benchmark VI-A: Distinguish facts and           1. Critically interpret and evaluate experiences, literature, language,    Present a persuasive argument in writing    Research presentation on national security claims to support a      Unit 6: Making a Case –                    *
opinions, evidence and inferences, true and     and ideas by distinguishing fact from fiction and                          and orally that critically interpret and    group produced thesis statement answering the question: What        Argument and Persuasion                    IDM
false premises.                                 recognizing personal bias.                                                 evaluates texts to determine fact from      is the best way to maintain or national and international           Selected readings 569-683
                                                2. Describe the structure of a multi-faceted argument with a stated main   fiction and recognizes personal bias.       security? Peer evaluations.                                         BT
                                                claim and conclusion.
                                                3. Evaluate the connections between claims and supporting evidence.        Evaluate one’s own argument and the         ACE paragraph response in agreement or disagreement with
                                                                                                                           validity of other arguments (peer, media,   Carl Sagan’s argument..
                                                                                                                           speeches, and other selections) by
                                                                                                                           interpreting the connections between        Research, analysis essay on contemporary essayist. Use claim,
                                                                                                                            claims and supporting evidence.              evidence charts to reflect organizing structure of persuasive
                                                                                                                                                                         essay: deductive and inductive reasoning. Peer evaluations.

                                                                                                                            Analyze select PSA’s, advertisements,        Complete exercises in the text, pages 572-577.
                                                                                                                            and excerpts from delivered speeches to
                                                                                                                            determine rhetorical persuasive strategies
                                                                                                                            used and their effectiveness.

Benchmark VI-B: Describe the structure of a      1. Analyze elements of both deductive and inductive arguments.             ACE response that reflects understanding     ACE paragraph response in agreement or disagreement with            Unit 6: Making a Case –              *
given argument; identify its claims and          2. Explain the different ways that premises support conclusions in         of inductive and deductive reasoning, and    Carl Sagan’s argument, in terms of Sagan’s use of deductive         Argument and Persuasion              IDM
evidence; evaluate connections among             deductive and inductive arguments.                                         the ability to identify problems and         reasoning. Use reading strategy summary from the text to            Selected readings 569-683
evidence,                                        3. Identify arguments that evaluate problems and offer solutions or        solutions in persuasive arguments.           analyze Jane Goodall’s essay in terms of inductive reasoning.       BT
inferences and claims.                           recommendations.                                                                                                        Research, analysis essay on contemporary essayist. Use claim,
                                                                                                                            Demonstrate ability to analyze essays        evidence charts to reflect organizing structure of persuasive
                                                                                                                            according to claims and evidence and         essay: deductive and inductive reasoning.
                                                                                                                            determine point of view, purpose, and
                                                                                                                            strategies.
Benchmark VI-C: Evaluate the range and quality   1. Identify, evaluate and analyze a variety of primary and secondary       Movie pitch project using visual models      Movie pitch project using visual models to persuade intended        Julius Caesar, Shakespeare     *
of evidence used to support or oppose an         sources of information in order to prepare for all sides of                to persuade intended audience to invest in   audience to invest in the project – peers will evaluate visual      1082-1132 BT                   IDM
argument, including the use of logos, ethos,     an argument (e.g., student-generated data, interviews with experts,        the project – peers will evaluate visual     models and analyze in order to decide whether or not to invest.     Movie Version (IMC)
pathos.                                          observations, surveys, professional journals,                              models and analyze in order to decide        Students will be assessed on the pitch and the evaluation.          Julius Caesar – Critical
                                                 periodicals, documentaries, research bibliographies, electronic            whether or not to invest Students will use                                                                       Reviews 1186-1189 BT
                                                 databases and books).                                                      the critical reviews, the movie version,
                                                 2. Demonstrate an awareness of possible questions, concerns, or            and the text as reference.
                                                 counter-arguments to an informed opinion.
                                                                                                                            Identifiy the audience and present answer    Research presentation on national security claims to support a      Unit 6: Making a Case –              *
                                                                                                                            to the prompt using persuasive techniques    group produced thesis statement answering the question: What        Argument and Persuasion              IDM
                                                                                                                            and rhetorical strategies.                   is the best way to maintain or national and international           Selected readings 569-683
                                                                                                                                                                         security?                                                           BT

                                                                                                                            Identify and evaluate sources of an          ACE paragraph response in agreement or disagreement with
                                                                                                                            argument and agree or disagree based on      Carl Sagan’s argument, in terms of Sagan’s use of deductive
                                                                                                                            the integrity of the sources. Create an      reasoning..
                                                                                                                            argument using deductive or inductive
                                                                                                                            reasoning.

                                                                                                                            Use research to write an essay analyzing     Research, analysis essay on contemporary essayist, using
                                                                                                                            the influence of an assigned                 primary and secondary texts as support, and sound research
                                                                                                                            contemporary essayist.                       methods. MLA as the standard


                                                                                                                            Create an argument that explores the         Five-paragraph essay that researches a question developed to        Transcendentalists – Thoreau         *
                                                                                                                            tenets of philosophy found in                explore the philosophy opposed to and in support of                 and Emerson – excerpts from          IDM
                                                                                                                            transcendentalism, and the forces for and    transcendentalism, and the argument’s influence on American         Walden and Nature and Self-
                                                                                                                            against the movement.                        thought and culture. MLA standard for research.                     Reliance. Accompanying
                                                                                                                                                                                                                                             philosophy of Locke and
                                                                                                                                                                                                                                             Kant. Outside sources
                                                                                                                                                                                                                                             gathered from previous
                                                                                                                                                                                                                                             American Literature
                                                                                                                                                                                                                                             textbook.

                                                                                                                            Explore a self-generated question            Develop a project with written and visual components using          Huckleberry Finn, Twain                    *
                                                                                                                            regarding a theme of the novel, and how      research into how a theme of the novel is represented in the text   (Book Depository)                          IDM
                                                                                                                            that theme is represented in the text and    and parallels in current American society. MLA standard for
                                                                                                                            in American society, and why it is           research.
                                                                                                                            important to the text and to society.

Benchmark VI-D: Recognize common fallacies       1. Recognize how the type of information used (fact, opinion) can affect   The assignments, goals and objectives        For each of the essays and projects students will address           See above for sources.
in used in an argument.                          perception (e.g., acceptance of fallacies, false                           outlined in benchmark VI-C will be           fact/opinion and perception. They will analyze their source
                                                 dilemmas, emotional responses).                                            used to meet the performance                 materials and literature for persuasive (loaded) techniques
                                                 2. Analyze written or oral communications for loaded terms, caricature,    indicators in benchmark VI-D                 that may influence their judgment.
                                                sarcasm, and leading questions.
Benchmark VI-E: Understand the distinction      1. Select the appropriate type of argument (deductive or inductive) to       Identify and evaluate sources of an        ACE paragraph response using inductive or deductive reasoning    Unit 6: Making a Case –             *
between a deductive argument and an inductive   produce an informed opinion on a particular topic.                           argument and agree or disagree based on    to agree or disagree with Carl Sagan’s argument, in terms of     Argument and Persuasion             ID
argument in order to evaluate an                                                                                             the integrity of the sources. Create an    Sagan’s use of deductive reasoning..                             Selected readings 569-683
argument’s effectiveness.                                                                                                    argument using deductive or inductive                                                                       BT
                                                                                                                             reasoning.

Benchmark VI-F: Construct oral and written      1. Construct an argument that evaluates problems and offer solutions         Research a key question that poses a       Research presentation on national security claims to support a   Unit 6: Making a Case –             *
arguments that demonstrate clear and            by clearly articulating a position through a thesis                          problem in society. Present a claim and    group produced thesis statement answering the question: What     Argument and Persuasion             ID
knowledgeable judgment.                         statement and by anticipating counter-arguments.                             support the claim with research and        is the best way to maintain or national and international        Selected readings 569-683
                                                2. Develop arguments to support informed opinions (e.g., stating a           argument, and offer a solution based on    security?                                                        BT
                                                progression of ideas; selecting appropriate style, tone and                  the research and evidence.
                                                use of language for a particular effect; and describing and analyzing                                                                                                                    Reference resources in the
                                                personal, social, historical or cultural influences).                                                                                                                                    classroom. Textbook
                                                3. Use a variety of strategies to generate valid content (e.g., activating                                                                                                               reference sections (BT),
                                                prior knowledge, self-questioning, and selection and                                                                                                                                     MLA handbooks, and the
                                                development of major ideas).                                                                                                                                                             Purdue Website.
                                                4. Anticipate an audience’s questions and expectations, and determine
                                                the need for additional research.                                                                                                                                                        IMC for research, both on
                                                5. Use signposts and transitions to highlight important ideas and signal                                                                                                                 the wevb and in the library
                                                clear connections among ideas.


STRAND VII: Informational Text                  PERFORMANCE INDICATORS                                                       END LEARNING MASTERY                       ASSESSMENT(S)                                                    RESOURCES                     MP1   MP2   MP3   MP4
Content Standard VII: Students read and
interpret a wide range of reference materials
and other informational
documents that may contain technical
information.
Benchmark VII-A: Follow instructions in         1. Read a wide variety of informational and technical texts and              Understand how to prepare for class                                                                         WT introduction to units.     *     *     *     *
informational or technical text to perform      selections to inform oneself.                                                using the information provided at the                                                                                                     IDM   IDM   IDM   IDM
specific tasks, answer questions, or solve      2. Read critically and independently in order to follow instructions,        beginning of each World Literature         Read each week’s syllabus, follow directions, and use the
problems.                                       perform specific tasks, answer questions and solve                           unit of study.                             syllabus to prepare for class.
                                                problems.
                                                                                                                             Understand how to follow directions in     Review and follow the directions for projects and other          Weekly Syllabus
                                                                                                                             a weekly syllabus, project outlines, and   assignments using rubrics provided by the teacher and/or
                                                                                                                             other assignments throughout the           student developed.
                                                                                                                             semester.                                                                                                   Project outlines, rubrics,
                                                                                                                                                                        Students will turn in their notes periodically, and use their    and directions for
                                                                                                                                                                        notes to complete assignments, and inform their responses.       assignments.

                                                                                                                             Take and use notes to apply literary                                                                        WT introductions to units.
                                                                                                                             elements, philosophical terms and
                                                                                                                             movements, rhetorical terms and            Create a poetry portfolio of poems that models elements and
                                                                                                                             strategies to units of study.              forms studied.

                                                                                                                             Take and use notes to apply poetry                                                                          Informational texts like                        *
                                                                                                                             elements and terms , poetic movements                                                                       The Unbroken Line (book                         IDM
                                                                                                                             and forms to reading, analyzing, and                                                                        depository), and
                                                                                                                             writing poetry that models poems                                                                            information from poetry
                                                                                                                             studied.                                                                                                    units in texts (BT, WT)
Benchmark VII-B: Summarize informational and    1. Identify the validity of supporting visual components in informational    Understand how to prepare for class        Read each introduction to world literature units of study in     WT introduction to units.     *     *     *     *
technical texts and explain the visual          resources.                                                                   using the information provided at the      the World Literature text: Prepare notes that summarize                                        ID    ID    ID    ID
components that support them.                   2. Distinguish between a summary (fact) and a critique (opinion).            beginning of each World Literature         main points using text and visual compents to compile
                                                3. Accurately interpret information presented in a technical format such     unit of study.                             information.
                                                as a chart, diagram, or table.
                                                                                                                             Determine summary from critique in         Read and analyze plot summaries and critical reviews to          Julius Caesar, Shakespeare          *
                                                                                                                             order to use both informatively and        determine between summary and critique. Use analysis to          1082-1132 BT                        ID
                                                                                                                             persuasively in developing a point of      develop movie pitch.                                             Movie Version (IMC)
                                                                                                                             view.                                                                                                       Julius Caesar – Critical
                                                                                                                                                                                                                                         Reviews 1186-1189 BT
                                                                                                                            Read and interpret information in            Use the information provided in charts and graphs that              Unit 6: Making a Case –                    *
                                                                                                                            order to apply to persuasive arguments       correspond to persuasive essays in order to develop written         Argument and Persuasion                    ID
                                                                                                                            in order to better understand the            responses based on a thesis statement or conclusion drawn           Selected readings 569-683
                                                                                                                            validity of the argument.                    from the information.                                               BT

Benchmark VII-C: Synthesize information from       1. Identify and select appropriate informational texts, using advanced   Identifiy and select useful information      Research presentation on national security claims to support a      Unit 6: Making a Case –                    *
a variety of informational and technical sources   technologies such as web resources, interactive media,                   from a variety of technological resources    group produced thesis statement answering the question: What        Argument and Persuasion                    ID
or texts.                                          software, email and networks.                                            to support a researched presentation.        is the best way to maintain or national and international           Selected readings 569-683
                                                                                                                                                                         security? MLA standard.                                             BT

                                                                                                                                                                                                                                             Reference resources in the
                                                                                                                                                                                                                                             classroom. Textbook
                                                                                                                                                                                                                                             reference sections (BT),
                                                                                                                                                                                                                                             MLA handbooks, and the
                                                                                                                                                                                                                                             Purdue Website.

                                                                                                                                                                                                                                             IMC for research, both on
                                                                                                                                                                                                                                             the wevb and in the library.
Benchmark VII-D: Analyze the ways in which an      1. Identify hierarchic structures in informational texts and the         Identify the structure of informational      Research, analysis essay on contemporary essayist, using            Unit 6: Making a Case –                    *
informational or technical text’s organizational   relationships among the concepts and details in those structures.        texts, such as websites and online           primary and secondary texts as support, and sound research          Argument and Persuasion                    ID
structure supports or confounds its                                                                                         resources in order to understand the         methods. MLA as the standard                                        Selected readings 569-683
meaning or purpose.                                                                                                         hierarchy of the source material.                                                                                BT

                                                                                                                            Create an argument that explores the         Five-paragraph essay that researches a question developed to        Transcendentalists – Thoreau               *
                                                                                                                            tenets of philosophy found in                explore the philosophy opposed to and in support of                 and Emerson – excerpts from                ID
                                                                                                                            transcendentalism, and the forces for and    transcendentalism, and the argument’s influence on American         Walden and Nature and Self-
                                                                                                                            against the movement. Determine the          thought and culture. MLA standard for research.                     Reliance. Accompanying
                                                                                                                            hierarchic structure of the source                                                                               philosophy of Locke and
                                                                                                                            material.                                                                                                        Kant. Outside sources
                                                                                                                                                                                                                                             gathered from previous
                                                                                                                                                                                                                                             American Literature
                                                                                                                                                                                                                                             textbook.

                                                                                                                            Use understanding of the hierarchic          Develop a project with written and visual components using          Huckleberry Finn, Twain                    *
                                                                                                                            structures of researched materials to        research into how a theme of the novel is represented in the text   (Book Depository)                          ID
                                                                                                                            explore a self-generated question            and parallels in current American society. MLA standard for
                                                                                                                            regarding a theme of the novel, and how      research.
                                                                                                                            that theme is represented in the text and
                                                                                                                            in American society, and why it is
                                                                                                                            important to the text and to society.
Benchmark VII-E: Evaluate informational and        1. Evaluate the relevance and effectiveness of graphical                 Interpret graphical information used in      Use the information provided in charts and graphs that              Unit 6: Making a Case –
technical texts and presentations for their        representations to information presented orally.                         oral presentations in order to better        correspond to persuasive essays in order to develop oral            Argument and Persuasion                    ID
clarity, simplicity and coherence, and for the                                                                              understand the validity of an                response based on a thesis statement or conclusion drawn            Selected readings 569-683
appropriateness of their graphic and visual                                                                                 argument. Determine if the graphic           from the information. Students will peer evaluate how the           BT
appeal.                                                                                                                     information is relevant and effective to     information is used in oral presentations.
                                                                                                                            the argument.
STRAND VIII: Media                                 PERFORMANCE INDICATORS                                                   END LEARNING MASTERY                         ASSESSMENT(S)                                                       RESOURCES                      MP1   MP2   MP3   MP4
Content Standard VIII: Students create and
evaluate a variety of media for particular
purposes.
Benchmark VIII-A: Evaluate aural, visual, and      1. Identify target audiences and persuasive elements used in common      Movie pitch project using visual models      Movie pitch project using visual models to persuade intended        Julius Caesar, Shakespeare           *
written images and other special effects used in   media advertising (e.g., propaganda, hidden messages,                    to persuade intended audience to invest in   audience to invest in the project – peers will evaluate visual      1082-1132 BT                         ID
television, radio, film, and the internet for      bandwagon, testimonial, glittering generalities and other techniques).   the project – peers will evaluate visual     models and analyze in order to decide whether or not to invest.     Movie Version (IMC)
their ability to inform, persuade and entertain.   2. Identify types of media biases (e.g., distorted representations of    models and analyze in order to decide        Students will be assessed on the pitch and the evaluation.          Julius Caesar – Critical
                                                   society, gender roles, stereotypes).                                     whether or not to invest Students will use                                                                       Reviews 1186-1189 BT
                                                   3. Recognize how visual and sound techniques convey or influence         the critical reviews, the movie version,
                                                   messages in various media (e.g., special effects, camera                 and the text as reference.
                                                   angles, and music).
                                                                                                                            Develop media literacy.                      Watch and respond in groups and in writing to various selected      Unit 6: Making a Case –
                                                                                                                                                                         types of media: PSAs, print and video advertisements, political     Argument and Persuasion
                                                                                                                                                                        speeches and ads. Create a compare/contrast grid to indicate        Selected readings 569-683          *
                                                                                                                                                                        techniques used and how they persuade.                              BT                                 ID


Benchmark VIII-B: Evaluate the effectiveness of   1. Recognize how perceptions of fact and opinion are affected by the     Movie pitch project using visual models      Movie pitch project using visual models to persuade intended        Julius Caesar, Shakespeare         *
a particular medium (e.g., verbal, visual,        use of fallacies, propaganda, emotional appeals, and by                  to persuade intended audience to invest in   audience to invest in the project – peers will evaluate visual      1082-1132 BT                       ID
photographic, television and the internet) in     presentation in different media (e.g., print, image, multimedia).        the project – peers will evaluate visual     models and analyze in order to decide whether or not to invest.     Movie Version (IMC)
achieving a particular purpose.                                                                                            models and analyze in order to decide        Students will be assessed on the pitch and the evaluation.          Julius Caesar – Critical
                                                                                                                           whether or not to invest Students will use                                                                       Reviews 1186-1189 BT
                                                                                                                           the critical reviews, the movie version,
                                                                                                                           and the text as reference.

                                                                                                                           Develop media literacy.                      Watch and respond in groups and in writing to various selected      Unit 6: Making a Case –                  *
                                                                                                                                                                        types of media: PSAs, print and video advertisements, political     Argument and Persuasion                  ID
                                                                                                                                                                        speeches and ads. Create a compare/contrast grid to indicate        Selected readings 569-683
                                                                                                                                                                        techniques used and how they persuade.                              BT

                                                                                                                           Use media literacy to develop a project      Develop a project with written and visual components using          Huckleberry Finn, Twain                        *
                                                                                                                           that exposes propaganda, emotional           research into how a theme of the novel is represented in the text   (Book Depository)                              ID
                                                                                                                           appeals, and fallacies.                      and parallels in current American society. MLA standard for         and research
                                                                                                                                                                        research.



Benchmark VIII-C: Create coherent media           1. Use an array of technology and media to complete production tasks     Movie pitch project using visual models      Movie pitch project using visual models to persuade intended        Julius Caesar, Shakespeare         *
productions using effective images, text,         (e.g., web resources, interactive media, software,                       to persuade intended audience to invest in   audience to invest in the project – peers will evaluate visual      1082-1132 BT                       ID
graphics, music and sound effects to present a    storyboards, Powerpoint, videos, etc.)                                   the project – peers will evaluate visual     models and analyze in order to decide whether or not to invest.     Movie Version (IMC)
distinctive point of view on a topic.                                                                                      models and analyze in order to decide        Students will be assessed on the pitch and the evaluation.          Julius Caesar – Critical
                                                                                                                           whether or not to invest Students will use                                                                       Reviews 1186-1189 BT
                                                                                                                           the critical reviews, the movie version,
                                                                                                                           and the text as reference.

                                                                                                                           Develop media literacy.                      Watch and respond in groups and in writing to various selected      Unit 6: Making a Case –                  *
                                                                                                                                                                        types of media: PSAs, print and video advertisements, political     Argument and Persuasion                  ID
                                                                                                                                                                        speeches and ads. Create a compare/contrast grid to indicate        Selected readings 569-683
                                                                                                                                                                        techniques used and how they persuade.                              BT

                                                                                                                           Use media literacy to develop a project      Develop a project with written and visual components using          Huckleberry Finn, Twain                        *
                                                                                                                           that exposes propaganda, emotional           research into how a theme of the novel is represented in the text   (Book Depository)                              ID
                                                                                                                           appeals, and fallacies.                      and parallels in current American society. MLA standard for         and research
                                                                                                                                                                        research.



STRAND IX: Literature                             PERFORMANCE INDICATORS                                                   END LEARNING MASTERY                         ASSESSMENT(S)                                                       RESOURCES                    MP1   MP2   MP3   MP4
Content Standard IX: Students read and
interpret a variety of literature to develop an
understanding of people,
societies, and the self.
Benchmark IX-A: Demonstrate knowledge of          1. Demonstrate basic knowledge of the significant 18th, 19th and 20th    Plot map, ACE response, thesis support       Plot map, ACE paragraph on conflict, 5 paragraph response on        ―Harrison Bergeron,‖ Kurt    *
significant literary works from around the        century works of literature, Hispanic and Native American                and development in 5 paragraph essay,        theme                                                               Vonnegut, 32-43 BT           DM
world.                                            oral and written literatures, common works from world mythologies, and   detect narrative and descriptive elements
                                                  recognized classics of young adult literature
                                                                                                                           Detect cause/effect structure,and            Cause/effect organizer, project that extends the story of           Gilgamesh, 30-46 WT          *
                                                                                                                           archetypes in world literature. Use          Gilgamesh that reflects prior knowledge, and the primary                                         D
                                                                                                                           storytelling and understanding of myth       organizing structures found in the epic. Reflect understanding
                                                                                                                           and epic to develop a spin-off of            of the text by extending the story in writing..
                                                                                                                           Gilgamesh.
                                                                                                                                                                                                                                            Sundiata, 632-640 WT         *
                                                                                                                           Use prior knowledge of one text to           Compare/contrast essay to reflect understanding of purpose in                                    D
                                                                                                                           compare to another.                          Gilgamesh and the Sundiata.
Recognize organizing structures of three     Differences and similarities grid, ACE response that reflects        The Popul Vuh, 76-85 WT;       *
world creation stories – Mayan, Christian,   understanding of organizing structure.                               Geneisis, 62-75 WT; Rig        D
and Hindu                                                                                                         Veda, 114-119 WT


Apply literary elements to reading of the    Quiz after each section. Comparison/contrast essay – Achilles        Iliad, Homer, 160-222 WT       *
text: dactylic hexameter, epic simile,       and Hector. Speech in the voice of Nestor that reflects                                             IDM
epithets, mythological references to         organizing structure and purpose of an epic. CNN interview of
develop understanding of the structure of    major characters in the epic to demonstrate use of prior
an epic.                                     knowledge in understanding the text, and recognizing primary
                                             organizing structures.




Apply literary elements to reading of the    Quiz after each act. Memorized soliloquy of 15 lines or more.        Julius Caesar, Shakespeare           *
text to determine primary organizing         Group presentation of Act V with written component to                1082-1132 BT                         IDM
structures (drama, narrative), and use       demonstrate understanding of primary organizing structures,          Movie Version (IMC)
literary elements as prior knowledge.        using prior knowledge.

Mastery of contemporary parallels, using     Contemporary parallels exercise. Historical fiction vs. history      Le Morte d’Arthur, Thomas            *
prior knowledge. Mastery of purpose          exercise. ACE response that reflects what the Arthur story           Malory, 1011-1026 BT                 DM
using primary organizing structures and      teaches.                                                             The Acts of King Arthur and
literary elements (historical fiction,                                                                            his Noble Knights, John
history, myth/legend)                                                                                             Steinbeck, 1032-1043 BT
                                                                                                                  From A Distant Mirror,
                                                                                                                  Barbara Tuchman, 1027 BT

Reflect understanding of Medieval            Group extension of a medieval romance based on the poem.             The Lay of the Werewolf,             *
romance as the primary organizing                                                                                 Marie de France WT                   DM
structure.

Reflect understanding of persuasion as a     Research presentation on national security claims to support a       Unit 6: Making a Case –                    *
primary organizing structure. Use prior      group produced thesis statement answering the question: What         Argument and Persuasion                    IDM
knowledge (literary and rhetorical           is the best way to maintain or national and international            Selected readings 569-683
elements, social understanding, historical   security? ACE paragraph response in agreement or                     BT
context) to come to conclusions about        disagreement with Carl Sagan’s argument. Use reading strategy
persuasive writing fiction and nonfiction.   summary from the text to analyze Jane Goodall’s essay.
                                             Research, analysis essay on contemporary essayist. Use claim,
                                             evidence charts to reflect organizing structure or persuasive
                                             essay: deductive and inductive reasoning.

Reflect understanding of satire, parody,     Oral, written, visual presentation project that reflects a view of   Don Quixote, Cervantes                     *
literary dichotomy, and the first novel in   Don Quixote in terms of a dichotomy, archetypes, and literary        1044-1063 BT (or selections                IDM
picaresque as primary organizing             allusions. Develop a poem in the manner of Louis Borges as           in WT)
structures of the narrative.                 part of the project.                                                 Louis Borges’ poem 843 WT

Reflect understanding of didactive           Write a dialogue that reflects one of the maxims of Confucisus.      Chinese poetry/ philosophy                 *
literature, maxim, anecdote, lyric poetry,   ACE response explaining a paradox in the Tao Te Ching.               Selections from 418-475 WT                 IDM
haiku, renga, tanka and parable as           Write a lyric poem in the manner of Li Ch’ing-chao reflecting
primary organizing structures of the         either Taoism or Confucianism.
poems, philosophy, and narratives.           Write a group renga based on haiku and tanka form.                   Japanese poetry/ philosophy                *
                                                                                                                  Selections from 486-549 WT                 IDM

Reflect understanding of exaggeration,       Create an illuminated text using any of the Asian texts studied.     1001 Nights 582-589WT                      *
Arabic story telling, and illumination as    Write a reflective essay that uses prior knowledge of elements       Rumi 600-605 WT                            IDM
primary organizing structures of stories     and organizing structures to explain the illuminated text.
and poetry.

Reflect understanding of the tenets of       Group exercise that reflects paradigm shift, shared orally and in    Transcendentalists – Thoreau               *
philosophy found in transcendentalism as     an ACE response. Five-paragraph essay that reflects                  and Emerson – excerpts from                ID
                                                                                                                             a primary organizing structure of the        understanding of the primary organizing structure of 19th           Walden and Nature and Self-
                                                                                                                             essays                                       century American transcendentalism, using previous knowledge        Reliance. Accompanying
                                                                                                                                                                          gained from class discussion, class notes, and independent          philosophy of Locke and
                                                                                                                                                                          research.                                                           Kant. Outside sources
                                                                                                                                                                                                                                              gathered from previous
                                                                                                                                                                                                                                              American Literature
                                                                                                                                                                                                                                              textbook.

                                                                                                                             Reflect understanding of the novel as a      Venn diagram of the role of societies in the novel. Develop a       Huckleberry Finn, Twain                       *
                                                                                                                             the primary organizing structure within a    project with written and visual components using research into      (Book Depository)                             IDM
                                                                                                                             19th century American context.               how a theme of the novel is represented in the text and parallels
                                                                                                                                                                          in current American society.



                                                                                                                             Reflect understanding of the elements of     Poetry portfolio of poems that models elements and forms            Poetry Unit: Selections from                  *
                                                                                                                             poetry in the selected poems influencing     studied.                                                            both texts and outside                        IDM
                                                                                                                             the primary organizing structure of the                                                                          sources representative of 19th
                                                                                                                             literature as poems. Use the elements and                                                                        – 21st century voices, literary
                                                                                                                             forms to create a poetry portolio.                                                                               movements, and forms
                                                                                                                                                                                                                                              including the following
                                                                                                                                                                                                                                              poets: Petrarch, Luise Labe,
                                                                                                                                                                                                                                              Shakespeare, William Blake,
                                                                                                                                                                                                                                              William Wordsworth,
                                                                                                                                                                                                                                              Whitman, Dickinson,
                                                                                                                                                                                                                                              Baudelaire, Langston
                                                                                                                                                                                                                                              Hughes, Lorca, Neruda,
                                                                                                                                                                                                                                              Gabriela Mistral, and other
                                                                                                                                                                                                                                              contemporary voices of
                                                                                                                                                                                                                                              poetry around the world.


Benchmark IX-B: Interpret significant literary    1. Recognize ambiguities, contradictions, and ironies in literary works.   Plot map, ACE response, thesis support       Plot map, ACE paragraph on conflict, 5 paragraph response on        ―Harrison Bergeron,‖ Kurt         *
elements across all forms of literature; use      2. Explore a range of works related to a single theme, identifying         and development in 5 paragraph essay,        theme                                                               Vonnegut, 32-43 BT                DM
understanding of genre characteristics to allow   differences and similarities among them and formulating a                  detect narrative and descriptive elements
deeper and subtler interpretations of texts.      thesis explaining the interrelationships.
                                                  3. Analyze ways in which writers use sounds (including euphony and         Detect cause/effect structure,and            Cause/effect organizer, project that extends the story of           Gilgamesh, 30-46 WT               *
                                                  cacophony) and sensory images (aural, tactile, visual,                     archetypes in world literature. Use          Gilgamesh that reflects prior knowledge, and the primary                                              D
                                                  etc.) to evoke emotion and create meaning.                                 storytelling and understanding of myth       organizing structures found in the epic. Reflect understanding
                                                  4. Analyze moral dilemmas in works of literature, as revealed by           and epic to develop a spin-off of            of the text by extending the story in writing..
                                                  characters’ motivation and behavior.                                       Gilgamesh.
                                                                                                                                                                                                                                              Sundiata, 632-640 WT              *
                                                                                                                             Use prior knowledge of one text to           Compare/contrast essay to reflect understanding of purpose in                                         D
                                                                                                                             compare to another.                          Gilgamesh and the Sundiata.

                                                                                                                             Recognize organizing structures of three     Differences and similarities grid, ACE response that reflects       The Popul Vuh, 76-85 WT;          *
                                                                                                                             world creation stories – Mayan, Christian,   understanding of organizing structure.                              Geneisis, 62-75 WT; Rig           D
                                                                                                                             and Hindu                                                                                                        Veda, 114-119 WT


                                                                                                                             Apply literary elements to reading of the    Quiz after each section. Comparison/contrast essay – Achilles       Iliad, Homer, 160-222 WT          *
                                                                                                                             text: dactylic hexameter, epic simile,       and Hector. Speech in the voice of Nestor that reflects                                               IDM
                                                                                                                             epithets, mythological references to         organizing structure and purpose of an epic. CNN interview of
                                                                                                                             develop understanding of the structure of    major characters in the epic to demonstrate use of prior
                                                                                                                             an epic.                                     knowledge in understanding the text, and recognizing primary
                                                                                                                                                                          organizing structures.




                                                                                                                             Apply literary elements to reading of the    Quiz after each act. Memorized soliloquy of 15 lines or more.       Julius Caesar, Shakespeare              *
                                                                                                                             text to determine primary organizing         Group presentation of Act V with written component to               1082-1132 BT                            IDM
structures (drama, narrative), and use       demonstrate understanding of primary organizing structures,          Movie Version (IMC)
literary elements as prior knowledge.        using prior knowledge.

Mastery of contemporary parallels, using     Contemporary parallels exercise. Historical fiction vs. history      Le Morte d’Arthur, Thomas        *
prior knowledge. Mastery of purpose          exercise. ACE response that reflects what the Arthur story           Malory, 1011-1026 BT             DM
using primary organizing structures and      teaches.                                                             The Acts of King Arthur and
literary elements (historical fiction,                                                                            his Noble Knights, John
history, myth/legend)                                                                                             Steinbeck, 1032-1043 BT
                                                                                                                  From A Distant Mirror,
                                                                                                                  Barbara Tuchman, 1027 BT

Reflect understanding of Medieval            Group extension of a medieval romance based on the poem.             The Lay of the Werewolf,         *
romance as the primary organizing                                                                                 Marie de France WT               DM
structure.

Reflect understanding of persuasion as a     Research presentation on national security claims to support a       Unit 6: Making a Case –               *
primary organizing structure. Use prior      group produced thesis statement answering the question: What         Argument and Persuasion               IDM
knowledge (literary and rhetorical           is the best way to maintain or national and international            Selected readings 569-683
elements, social understanding, historical   security? ACE paragraph response in agreement or                     BT
context) to come to conclusions about        disagreement with Carl Sagan’s argument. Use reading strategy
persuasive writing fiction and nonfiction.   summary from the text to analyze Jane Goodall’s essay.
                                             Research, analysis essay on contemporary essayist. Use claim,
                                             evidence charts to reflect organizing structure or persuasive
                                             essay: deductive and inductive reasoning.

Reflect understanding of satire, parody,     Oral, written, visual presentation project that reflects a view of   Don Quixote, Cervantes                *
literary dichotomy, and the first novel in   Don Quixote in terms of a dichotomy, archetypes, and literary        1044-1063 BT (or selections           IDM
picaresque as primary organizing             allusions. Develop a poem in the manner of Louis Borges as           in WT)
structures of the narrative.                 part of the project.                                                 Louis Borges’ poem 843 WT

Reflect understanding of didactive           Write a dialogue that reflects one of the maxims of Confucisus.      Chinese poetry/ philosophy            *
literature, maxim, anecdote, lyric poetry,   ACE response explaining a paradox in the Tao Te Ching.               Selections from 418-475 WT            IDM
haiku, renga, tanka and parable as           Write a lyric poem in the manner of Li Ch’ing-chao reflecting
primary organizing structures of the         either Taoism or Confucianism.
poems, philosophy, and narratives.           Write a group renga based on haiku and tanka form.                   Japanese poetry/ philosophy           *
                                                                                                                  Selections from 486-549 WT            IDM

Reflect understanding of exaggeration,       Create an illuminated text using any of the Asian texts studied.     1001 Nights 582-589WT                 *
Arabic story telling, and illumination as    Write a reflective essay that uses prior knowledge of elements       Rumi 600-605 WT                       IDM
primary organizing structures of stories     and organizing structures to explain the illuminated text.
and poetry.

Reflect understanding of the tenets of       Group exercise that reflects paradigm shift, shared orally and in    Transcendentalists – Thoreau          *
philosophy found in transcendentalism as     an ACE response. Five-paragraph essay that reflects                  and Emerson – excerpts from           ID
a primary organizing structure of the        understanding of the primary organizing structure of 19 th           Walden and Nature and Self-
essays                                       century American transcendentalism, using previous knowledge         Reliance. Accompanying
                                             gained from class discussion, class notes, and independent           philosophy of Locke and
                                             research.                                                            Kant. Outside sources
                                                                                                                  gathered from previous
                                                                                                                  American Literature
                                                                                                                  textbook.

Reflect understanding of the novel as a      Venn diagram of the role of societies in the novel. Develop a        Huckleberry Finn, Twain                     *
the primary organizing structure within a    project with written and visual components using research into       (Book Depository)                           IDM
19th century American context.               how a theme of the novel is represented in the text and parallels
                                             in current American society.



Reflect understanding of the elements of     Poetry portfolio of poems that models elements and forms             Poetry Unit: Selections from                *
poetry in the selected poems influencing     studied.                                                             both texts and outside                      IDM
the primary organizing structure of the                                                                           sources representative of 19th
                                                                                                                                   literature as poems. Use the elements and                                                                       – 21st century voices, literary
                                                                                                                                   forms to create a poetry portolio.                                                                              movements, and forms
                                                                                                                                                                                                                                                   including the following
                                                                                                                                                                                                                                                   poets: Petrarch, Luise Labe,
                                                                                                                                                                                                                                                   Shakespeare, William Blake,
                                                                                                                                                                                                                                                   William Wordsworth,
                                                                                                                                                                                                                                                   Whitman, Dickinson,
                                                                                                                                                                                                                                                   Baudelaire, Langston
                                                                                                                                                                                                                                                   Hughes, Lorca, Neruda,
                                                                                                                                                                                                                                                   Gabriela Mistral, and other
                                                                                                                                                                                                                                                   contemporary voices of
                                                                                                                                                                                                                                                   poetry around the world.


Benchmark IX-C: Analyze setting, plot, theme,        1. Analyze various aspects of characterization (e.g.,                         Plot map, ACE response, thesis support        Plot map, ACE paragraph on conflict, 5 paragraph response on      ―Harrison Bergeron,‖ Kurt         *
characterization, and narration in literary prose,   antagonist/protagonist, hero/heroine, tragic hero, archetype, stock           and development in 5 paragraph essay,         theme                                                             Vonnegut, 32-43 BT                DM
particularly in classic and contemporary             character, flat character/round character, static character/dynamic           detect narrative and descriptive elements
short stories and novels.                            character, foil).
                                                     2. Analyze essential elements of plot (e.g., setting, exposition, conflict,   Detect cause/effect structure, and            Cause/effect organizer, project that extends the story of         Gilgamesh, 30-46 WT               *
                                                     rising action, climax, denouement) and identify the                           archetypes in world literature. Use           Gilgamesh that reflects prior knowledge, and the primary                                            D
                                                     various effects of flashback, foreshadowing, and multiple subplots.           storytelling and understanding of myth        organizing structures found in the epic. Reflect understanding
                                                     3. Identify characteristics of common genre fiction (e.g., science fiction,   and epic to develop a spin-off of             of the text by extending the story in writing..
                                                     fantasy, magical realism, mystery, suspense, Western,                         Gilgamesh.
                                                     horror, romance, Gothic literature, Manga, etc.).
                                                                                                                                   Use understanding of historical and           Compare/contrast essay to reflect understanding of purpose in     Sundiata, 632-640 WT              *
                                                                                                                                   social/cultural issues of the time to         Gilgamesh and the Sundiata.                                                                         D
                                                                                                                                   develop a compare contrast response to
                                                                                                                                   two early world epics.


                                                                                                                                   Recognize organizing structures of three      Differences and similarities grid, ACE response that reflects     The Popul Vuh, 76-85 WT;          *
                                                                                                                                   world creation stories – Mayan, Christian,    understanding.of creation stories and their purpose in the        Geneisis, 62-75 WT; Rig           D
                                                                                                                                   and Hindu                                     cultures they come from.                                          Veda, 114-119 WT


                                                                                                                                   Apply literary elements to reading of the     Quiz after each section. Comparison/contrast essay – Achilles     Iliad, Homer, 160-222 WT          *
                                                                                                                                   text: dactylic hexameter, epic simile, epic   and Hector. Speech in the voice of Nestor that reflects                                             IDM
                                                                                                                                   hero, epithets, mythological references to    organizing structure and purpose of an epic. CNN interview of
                                                                                                                                   develop understanding of the structure of     major characters in the epic to demonstrate use of prior
                                                                                                                                   an epic.                                      knowledge in understanding the text, and recognizing primary
                                                                                                                                                                                 organizing structures.




                                                                                                                                   Apply literary elements to reading of the     Quiz after each act. Memorized soliloquy of 15 lines or more.     Julius Caesar, Shakespeare              *
                                                                                                                                   text to determine primary organizing          Group presentation of Act V with written component to             1082-1132 BT                            IDM
                                                                                                                                   structures (drama, narrative), and develop    demonstrate understanding of primary organizing structures,       Movie Version (IMC)
                                                                                                                                   understanding of characterization.            using prior knowledge.

                                                                                                                                   Mastery of contemporary parallels, using      Contemporary parallels exercise. Historical fiction vs. history   Le Morte d’Arthur, Thomas               *
                                                                                                                                   prior knowledge. Mastery of purpose           exercise. ACE response that reflects what the Arthur story        Malory, 1011-1026 BT                    DM
                                                                                                                                   using primary organizing structures and       teaches.                                                          The Acts of King Arthur and
                                                                                                                                   literary elements (historical fiction,                                                                          his Noble Knights, John
                                                                                                                                   history, myth/legend)                                                                                           Steinbeck, 1032-1043 BT
                                                                                                                                                                                                                                                   From A Distant Mirror,
                                                                                                                                                                                                                                                   Barbara Tuchman, 1027 BT

                                                                                                                                   Reflect understanding of Medieval             Group extension of a medieval romance based on the poem.          The Lay of the Werewolf,                *
                                                                                                                                   romance as the primary organizing                                                                               Marie de France WT                      DM    *
                                                                                                                                   structure.                                                                                                                                                    IDM
Reflect understanding of persuasion as a      Research presentation on national security claims to support a       Unit 6: Making a Case –
primary organizing structure. Use prior       group produced thesis statement answering the question: What         Argument and Persuasion
knowledge (literary and rhetorical            is the best way to maintain or national and international            Selected readings 569-683
elements, social understanding, historical    security? ACE paragraph response in agreement or                     BT
context) to come to conclusions about         disagreement with Carl Sagan’s argument. Use reading strategy
persuasive writing fiction and nonfiction.    summary from the text to analyze Jane Goodall’s essay.
                                              Research, analysis essay on contemporary essayist. Use claim,
                                              evidence charts to reflect organizing structure or persuasive                                          *
                                              essay: deductive and inductive reasoning.                                                              IDM

Reflect understanding of satire, parody,      Oral, written, visual presentation project that reflects a view of   Don Quixote, Cervantes
literary dichotomy, and the first novel in    Don Quixote in terms of a dichotomy, archetypes, and literary        1044-1063 BT (or selections
picaresque as primary organizing              allusions. Develop a poem in the manner of Louis Borges as           in WT)                            *
structures of the narrative.                  part of the project.                                                 Louis Borges’ poem 843 WT         IDM

Reflect understanding of didactive            Write a dialogue that reflects one of the maxims of Confucisus.      Chinese poetry/ philosophy
literature, maxim, anecdote, lyric poetry,    ACE response explaining a paradox in the Tao Te Ching.               Selections from 418-475 WT        *
haiku, renga, tanka and parable as            Write a lyric poem in the manner of Li Ch’ing-chao reflecting                                          IDM
primary organizing structures of the          either Taoism or Confucianism.
poems, philosophy, and narratives.            Write a group renga based on haiku and tanka form.                   Japanese poetry/ philosophy       *
                                                                                                                   Selections from 486-549 WT        IDM

Reflect understanding of exaggeration,        Create an illuminated text using any of the Asian texts studied.     1001 Nights 582-589WT
Arabic story telling, and illumination as     Write a reflective essay that uses prior knowledge of elements       Rumi 600-605 WT
primary organizing structures of stories      and organizing structures to explain the illuminated text.                                             *
and poetry.                                                                                                                                          ID

Reflect understanding of the tenets of        Group exercise that reflects paradigm shift, shared orally and in    Transcendentalists – Thoreau
philosophy found in transcendentalism as      an ACE response. Five-paragraph essay that reflects                  and Emerson – excerpts from
a primary organizing structure of the         understanding of the primary organizing structure of 19 th           Walden and Nature and Self-
essays                                        century American transcendentalism, using previous knowledge         Reliance. Accompanying
                                              gained from class discussion, class notes, and independent           philosophy of Locke and
                                              research.                                                            Kant. Outside sources
                                                                                                                   gathered from previous
                                                                                                                   American Literature                     *
                                                                                                                   textbook.                               IDM

Reflect understanding of the novel as a       Venn diagram of the role of societies in the novel. Develop a        Huckleberry Finn, Twain
the primary organizing structure within a     project with written and visual components using research into       (Book Depository)
19th century American context. Develop        how a theme of the novel is represented in the text and parallels
understanding of characterization, setting,   in current American society.
and author’s purpose.                                                                                                                                      *
                                                                                                                                                           IDM

Reflect understanding of the elements of      Poetry portfolio of poems that models elements and forms             Poetry Unit: Selections from
poetry in the selected poems influencing      studied.                                                             both texts and outside
the primary organizing structure of the                                                                            sources representative of 19th
literature as poems. Use the elements and                                                                          – 21st century voices, literary
forms to create a poetry portolio.                                                                                 movements, and forms
                                                                                                                   including the following
                                                                                                                   poets: Petrarch, Luise Labe,
                                                                                                                   Shakespeare, William Blake,
                                                                                                                   William Wordsworth,
                                                                                                                   Whitman, Dickinson,
                                                                                                                   Baudelaire, Langston
                                                                                                                   Hughes, Lorca, Neruda,
                                                                                                                   Gabriela Mistral, and other
                                                                                                                   contemporary voices of
                                                                                                                   poetry around the world.
Benchmark IX-D: Demonstrate knowledge of          1. Analyze common elements of traditional poetic forms (e.g., end-           Reflect understanding of the elements of     Annotations and notes on individual poems and poets for               Poetry Unit: Selections from                  *
the common elements of poetry: metrics,           stopped lines or enjambment; blank verse, free verse as                      poetry in the selected poems influencing     historical/social/literary context.                                   both texts and outside                        IDM
rhyme, rhythm, structure, diction, devices, and   they relate to meter and rhythm]; internal rhyme, slant rhyme,               the primary organizing structure of the                                                                            sources representative of 19th
other conventions.                                alliteration, onomatopoeia [and other sound devices]; ballads,               literature as poems. Use the elements and    Unit test on poets, poems, poetic movements.                          – 21st century voices, literary
                                                  odes, dramatic poems [and other poetic forms]; specific structures such      forms to create a poetry analyses and a                                                                            movements, and forms
                                                  as concrete or acrostic poems; hyperbole and                                 portfolio of original poetry modeled on      Poetry portfolio of poems that models elements and forms              including the following
                                                  understatement[and similar devices]; speaker, situation and poetic           the poems and forms of the unit.             studied.                                                              poets: Petrarch, Luise Labe,
                                                  structure [as they correspond to theme development].                                                                                                                                            Shakespeare, William Blake,
                                                                                                                                                                                                                                                  William Wordsworth,
                                                                                                                                                                                                                                                  Whitman, Dickinson,
                                                                                                                                                                                                                                                  Baudelaire, Langston
                                                                                                                                                                                                                                                  Hughes, Lorca, Neruda,
                                                                                                                                                                                                                                                  Gabriela Mistral, and other
                                                                                                                                                                                                                                                  contemporary voices of
                                                                                                                                                                                                                                                  poetry around the world.

Benchmark IX-E: Identify how elements of          1. Identify examples of common acting conventions (e.g., dramatic            Read and understand conventions of           Quiz after each act. Memorized soliloquy of 15 lines or more.         Julius Caesar, Shakespeare
dramatic literature articulate a playwright’s     monologue, soliloquy, and aside).                                            drama.                                       Group presentation of Act V with written component to                 1082-1132 BT
vision.                                           2. Analyze characterization and plot in drama by the use of stage                                                         demonstrate understanding of drama, the history of drama, the         Movie Version (IMC)
                                                  directions, divisions between and length of scenes and acts,                                                              purpose of dramatic elements, and how drama reflects the              Julius Caesar – Critical
                                                  dialogue, internal and external conflicts.                                                                                human story.                                                          Reviews 1186-1189 BT
                                                  3. Identify a play’s intended audience (given the play’s social, political
                                                  or historical context) and identify elements of the
                                                  dramatic production designed to reach the intended audience.
Benchmark IX-F: Analyze works of literature for   1. Analyze how theme in literature is related to the historical and
what they suggest about the time period and       social/cultural issues of the time period in which it is written             Detect cause/effect structure,and            Cause/effect organizer, project that extends the story of             Gilgamesh, 30-46 WT               *
social or cultural context in which they                                                                                       archetypes in world literature. Use          Gilgamesh that reflects prior knowledge, and the primary                                                D
were written.                                                                                                                  storytelling and understanding of myth       organizing structures found in the epic. Reflect understanding
                                                                                                                               and epic to develop a spin-off of            of the text by extending the story in writing..
                                                                                                                               Gilgamesh.
                                                                                                                                                                                                                                                  Sundiata, 632-640 WT              *
                                                                                                                               Use understanding of historical and          Compare/contrast essay to reflect understanding of purpose in                                           D
                                                                                                                               social/cultural issues of the time to        Gilgamesh and the Sundiata.
                                                                                                                               develop a compare contrast response to
                                                                                                                               two early world epics.

                                                                                                                               Recognize organizing structures of three     Differences and similarities grid, ACE response that reflects         The Popul Vuh, 76-85 WT;          *
                                                                                                                               world creation stories – Mayan, Christian,   understanding of the different cultures that produced the stories..   Geneisis, 62-75 WT; Rig           D
                                                                                                                               and Hindu                                                                                                          Veda, 114-119 WT


                                                                                                                               Apply literary elements to reading of the    Quiz after each section. Comparison/contrast essay – Achilles         Iliad, Homer, 160-222 WT          *
                                                                                                                               text: dactylic hexameter, epic simile,       and Hector. Speech in the voice of Nestor that reflects                                                 IDM
                                                                                                                               epithets, mythological references to         organizing structure and purpose of an epic. CNN interview of
                                                                                                                               develop understanding of the structure of    major characters in the epic to demonstrate use of prior
                                                                                                                               an epic.                                     knowledge in understanding the text, and recognizing primary
                                                                                                                                                                            organizing structures.




                                                                                                                               Use context cues and close reading to        Quiz after each act. Memorized soliloquy of 15 lines or more.         Julius Caesar, Shakespeare              *
                                                                                                                               analyze theme in relation to the time in     Group presentation of Act V with written component to                 1082-1132 BT                            IDM
                                                                                                                               which the play was written.                  demonstrate understanding of primary organizing structures,           Movie Version (IMC)
                                                                                                                                                                            using prior knowledge.

                                                                                                                               Mastery of contemporary parallels, using     Contemporary parallels exercise. Historical fiction vs. history       Le Morte d’Arthur, Thomas               *
                                                                                                                               prior knowledge. Mastery of purpose          exercise. ACE response that reflects what the Arthur story            Malory, 1011-1026 BT                    DM
                                                                                                                               using primary organizing structures and      teaches.                                                              The Acts of King Arthur and
                                                                                                                               literary elements (historical fiction,                                                                             his Noble Knights, John
                                                                                                                               history, myth/legend)                                                                                              Steinbeck, 1032-1043 BT
                                                                                                                                                                                                                                                  From A Distant Mirror,
                                                                                                                  Barbara Tuchman, 1027 BT

Reflect understanding of Medieval            Group extension of a medieval romance based on the poem.             The Lay of the Werewolf,          *
romance as the primary organizing                                                                                 Marie de France WT                DM
structure.

Reflect understanding of satire, parody,     Oral, written, visual presentation project that reflects a view of   Don Quixote, Cervantes                 *
literary dichotomy, and the first novel in   Don Quixote in terms of a dichotomy, archetypes, and literary        1044-1063 BT (or selections            IDM
picaresque as primary organizing             allusions. Develop a poem in the manner of Louis Borges as           in WT)
structures of the narrative.                 part of the project.                                                 Louis Borges’ poem 843 WT

Reflect understanding of didactive           Write a dialogue that reflects one of the maxims of Confucisus.      Chinese poetry/ philosophy             *
literature, maxim, anecdote, lyric poetry,   ACE response explaining a paradox in the Tao Te Ching.               Selections from 418-475 WT             IDM
haiku, renga, tanka and parable as           Write a lyric poem in the manner of Li Ch’ing-chao reflecting
primary organizing structures of the         either Taoism or Confucianism.
poems, philosophy, and narratives.           Write a group renga based on haiku and tanka form.                   Japanese poetry/ philosophy            *
                                                                                                                  Selections from 486-549 WT             IDM

Reflect understanding of exaggeration,       Create an illuminated text using any of the Asian texts studied.     1001 Nights 582-589WT                  *
Arabic story telling, and illumination as    Write a reflective essay that uses prior knowledge of elements       Rumi 600-605 WT                        IDM
primary organizing structures of stories     and organizing structures to explain the illuminated text.
and poetry.

Reflect understanding of the tenets of       Group exercise that reflects paradigm shift, shared orally and in    Transcendentalists – Thoreau           *
philosophy found in transcendentalism as     an ACE response. Five-paragraph essay that reflects                  and Emerson – excerpts from            ID
a primary organizing structure of the        understanding of the primary organizing structure of 19 th           Walden and Nature and Self-
essays                                       century American transcendentalism, using previous knowledge         Reliance. Accompanying
                                             gained from class discussion, class notes, and independent           philosophy of Locke and
                                             research.                                                            Kant. Outside sources
                                                                                                                  gathered from previous
                                                                                                                  American Literature
                                                                                                                  textbook.

Reflect understanding of the novel as a      Venn diagram of the role of societies in the novel. Develop a        Huckleberry Finn, Twain
the primary organizing structure within a    project with written and visual components using research into       (Book Depository)
19th century American context.               how a theme of the novel is represented in the text and parallels
                                             in current American society.



Reflect understanding of the elements of     Poetry portfolio of poems that models elements and forms             Poetry Unit: Selections from
poetry in the selected poems influencing     studied.                                                             both texts and outside
the primary organizing structure of the                                                                           sources representative of 19th
literature as poems. Use the elements and                                                                         – 21st century voices, literary
forms to create a poetry portolio.                                                                                movements, and forms                         *
                                                                                                                  including the following                      IDM
                                                                                                                  poets: Petrarch, Luise Labe,
                                                                                                                  Shakespeare, William Blake,
                                                                                                                  William Wordsworth,
                                                                                                                  Whitman, Dickinson,
                                                                                                                  Baudelaire, Langston
                                                                                                                  Hughes, Lorca, Neruda,                       *
                                                                                                                  Gabriela Mistral, and other                  IDM
                                                                                                                  contemporary voices of
                                                                                                                  poetry around the world.

				
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